Evaluate these theories in relation to what communication phenomena
they account for (for fail to account for), and compare them.
In addressing these, consider what has been presented and discussed in relevant tutorials:
previous research carried out, as presented in published
literature, that is relevant to this topic. Use the methods discussed
in the tutorial to access this. Here are some notes from tutorial 4.
From the relevant sources that you identity, extract significant information, and make notes. Be sure to note also the source of the material so that you can cite it in any points made. If you say something like: "Theory of Mind argues that ...." then also cite the source of this, usually at the end of the claim that you are making, e.g. "Theory of Mind hypotheses that .... (Baron-Cohen, Leslie, and Frith, 1985)."
Integrate your notes in a coherent review about the communication phenomena that distinguish a child on the Autistic spectrum from a typical developing child, and the theories that try to explain these.
literature sources in your review at the appropriate point. DO NOT
simply add a list of things you have read at the end.
- Only those references that you cite in support of statements that you make should appear, both as citations in the text, and as a list of references at the end of the text.
- Cite author name(s) and year in the text, do not just give numbers. Imagine you are reading the review - do you want to have to jump to the end every time previous research is cited to see who did it?
the list of references cited at the end, ordered alphabetically by
- Any papers available on the web should be cited fully by their original published source. The reason for this is that if we know that something has been published in a reputable journal or a book, we can be more confident of its quality and reliability as it will have been reviewed, as compared to simple subjective statements of opinion.
- Any webpages you do cite (e.g. a relevant society's webpage) should also have the date it was accessed.
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