(Re-)Construing Communication Through the Socio-Cognitive Approach: Implications for Autism Interventions

Abstract

Communication is often conceptualized as a cooperative, context-dependent process, a perspective classically shaped by Paul Grice's theoretical framework. Grice's theory provides an idealized model of how speakers and listeners interact, emphasizing shared intentions. Gricean theory of implicature assumes a relatively smooth communicative process in which interlocutors adhere to cooperative principles/maxims, yet emerging perspectives challenge this idealized view. Notably, the socio-cognitive approach (SCA) redefines communication as a dynamic interplay between social and cognitive factors, incorporating both cooperative and egocentric processes. These limitations of traditional pragmatic theories become particularly evident in studying social communication challenges in autism. Autistic individuals show considerable variability in social communication, with some experiencing challenges in areas such as conversational implicature, nonliteral language, and reciprocal interactions. Some accounts have attributed such differences to Theory of Mind (ToM) and pragmatic-language difficulties. This narrative review explores how the SCA offers a re-construal of communication, emphasizing the integration of individual cognitive tendencies with social interaction. By re-conceptualizing social communication as inherently tied to social cognition, the paper highlights the potential of targeted, culturally sensitive social-cognitive interventions to address communication challenges in autistic learners.