ABSTRACT
HUTABARAT, MEDIA NATALIA. The Effect of Asperger Syndrome in the
Main Character’s Personality Development in Jodi Picoult’s House Rules.
Yogyakarta: Department of English Letters, Faculty of Letters, Sanata Dharma
University, 2013.
This thesis discusses the work of Jodi Picoult, House Rules. The novel presents
Jacob Hunt, as the main character, who has Asperger Syndrome. He lives with his
mother and his little brother. His personality development is revealed when he was in
some situations and experiences while helping his brother eluding from crime scene.
In this study, I intend to analyze the personality development of Jacob Hunt as a
person with Asperger Syndrome.
There are two objectives of the study as the base of this analysis. The first
objective is to find out Jacob Hunt personality before he experiences his personality
development. The second objective is to find out the effect of Asperger Syndrome to
his personality development.
This study applies library research as the method. The source is the novel itself,
House Rules, and several books on literary theories and psychological theories.
Theory of character and characterization is used to answer the first question. Theories
of personality development and the psychological approach are applied to answer the
second question.
ABSTRAK
HUTABARAT, MEDIA NATALIA. The Effect of Asperger Syndrome in the
Main Character’s Personality Development in Jodi Picoult’s House Rules.
Yogyakarta: Jurusan Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma,
2013.
Tesis ini membahas karya Jodi Picoult, House Rules. Novel ini menampilkan
Jacob Hunt sebagai tokoh utama, yang mengidap Sindrom Asperger. Jacob tinggal
bersama ibu dan adik laki-lakinya. Perkembangan kepribadiannya terlihat ketika dia
terjebak dalam beberapa situasi dan pengalaman saat dia membantu adiknya
mengelak dari kasus pembunuhan. Dalam penelitian ini, saya bermaksud untuk
mengetahui perkembangan kepribadian Jacon Hunt sebagai orang yang mengidap
Sindrom Asperger.
Berikut ini adalah tujuan-tujuan penelitian yang mendasari analisa ini. Pertama
adalah untuk mengetahui kepribadian Jacob Hunt sebelum mengalami perkembangan
kepribadiannya. Yang kedua adalah untuk mengetahui pengaruh Sindrom Asperger
terhadap perkembangan kepribadiannya.
Penelitian ini menggunakan studi pustaka sebagai metode. Sumbernya adalah
novel itu sendiri, House Rules, dan beberapa buku teori-teori sastra serta teori-teori
psikologi. Teori penokohan digunakan untuk menjawab pertanyaan pertama.
Teori-teori perkembangan kepribadian dan pendekatan psikologi digunakan untuk
menjawab pertanyaan kedua.
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Y T I L A N I G I R O F O T N E M E T A T S
Thi sthesi s enitlte “d THE EFFECT OF ASPERGER SYNDROME IN THE I D O J N I T N E M P O L E V E D Y T I L A N O S R E P S ’ R E T C A R A H C N I A M
S ’ T L U O C I
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x i
S T N E T N O C F O E L B A T E
G A P E L T I
T ... i E
G A P L A V O R P P
A ... ii E
G A P E C N A T P E C C
A ... iii I
S A K I L B U P N A U J U T E S R E P R A B M E
L ... vi Y
T I L A N I G I R O F O T N E M E T A T
S ... v E
G A P O T T O
M ... iv E
G A P N O I T A C I D E
D ... iiv S
T N E M E G D E L W O N K C
A ... iv ii S
T N E T N O C F O E L B A
T ... xi T
C A R T S B
A ... i.. x K
A R T S B
A ... ii.... x :
I R E T P A H
C INTRODUCTION ... 1 .. .
A Backgroundoft heStudy ... 1 .
B ProblemFormulaiton ... 3 .... .
C Objecitve soft heStudy ... 4 .. .
D Deifniitono fTerms ... 4 :
I I R E T P A H
C THEORETICALREVIEW... 6 .
A Reviewo fRelatedStudies ... 6 .
B Reviewo fRelatedTheo ires ... 8 n
o it a z ir e t c a r a h C d n a r e t c a r a h C f o y r o e h T .
1 ... 8 t
n e m p o l e v e D y ti l a n o s r e P f o y r o e h T .
2 ... 31 e
m o r d n y S s ’ r e g r e p s A f o y r o e h T .
3 ... 71 .
C Theoreitca lFramework ... 1.. 2 :
I I I R E T P A H
C METHODOLOGY ... 32 .
A Objec toft heStudy ... 32 .
B Approachoft heStudy ... 4.. 2 h
t f o d o h t e M .
C eStudy ... 52 :
V I R E H T P A H
C ANALYSIS ... 62 .
A TheCharacteirsitc sofJ acobHunt... 62 .
1 AnIntelilgentPerson ... 03 .
2 PersonWhoLacks o fSocia lSkills ... 23 .
3 PersonWhoDisilkes AnyChangesi nRou itne... 63 .
4 PersonWhoShows Lacko fEmpathy ... 73 .
5 PersonWtih OddFacia lExpressionandPostures ... 93 n
o s r e P l a u s i V A .
6 ... 04 .
7 ASel ifshPerson ... 14 .
B TheEffec to fAsperge rSyndromei nJ acob ... 3.... 4 b
o c a J n i ll i k S l a i c o S n i t n e m ri a p m I e v it a ti l a u Q .
1 ... 54 .
2 Restircted ,Repeititve ,andStereotypedPattern so fBehavior s andI nterestsi nJ acob ... 74
.
x :
V R E H T P A H
C CONCLUSION ... 1.. 5 Y
H P A R G O I L B I
i x
T C A R T S B A
. A I L A T A N A I D E M , T A R A B A T U
H Personaltiy Developmen ton the Main a
h
C racterw tihAspergerSyndromei nJod iPicoul’t sHouseRules.
a m r a h D a t a n a S , s r e tt e L f o y tl u c a F , s r e tt e L h s il g n E f o t n e m tr a p e D : a tr a k a y g o Y
. 3 1 0 2 , y ti s r e v i n U
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T House Rules .The nove l
t n e s e r
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o l e v e d y ti l a n o s r e p s i H . r e h t o r b e lt ti l s i h d n a r e h t o m s i h h ti
w men ti srevealed
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n e c s e m ir c m o r
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e m o r d n y S r e g r e p s A h ti w n o s r e p a s a t n u H b o c a J
t s ri f e h T . s i s y l a n a s i h t f o e s a b e h t s a y d u t s e h t f o s e v it c e j b o o w t e r a e r e h T
s i h s e c n e ir e p x e e h e r o f e b y ti l a n o s r e p t n u H b o c a J t u o d n if o t s i e v it c e j b o
d y ti l a n o s r e
p evelopment . The second objecitve i s to ifnd ou t the effec t o f .t
n e m p o l e v e d y ti l a n o s r e p s i h o t e m o r d n y S r e g r e p s A
l e v o n e h t s i e c r u o s e h T . d o h t e m e h t s a h c r a e s e r y r a r b il s e il p p a y d u t s s i h T , fl e s
ti House Rules ,and severa lbook son ltierary theo ire sand psychologica l t s ri f e h t r e w s n a o t d e s u s i n o it a z ir e t c a r a h c d n a r e t c a r a h c f o y r o e h T . s e ir o e h t
e r a h c a o r p p a l a c i g o l o h c y s p e h t d n a t n e m p o l e v e d y ti l a n o s r e p f o s e ir o e h T . n o it s e u q
. n o it s e u q d n o c e s e h t r e w s n a o t d e il p p a
Thisr esearch hasf oundt woanswerst ot heproblems . I ifnd t hatJacoba sa e
m o r d n y S s ’ r e g r e p s A h ti w n o s r e
p si an intelilgent person, person who lacks fo ,s
ll i k s l a i c o
s person whodisilkes anychanges i n r ouitne ,personwho show slack o femphaty ,avisua lperson ,personwtihoddf acia lexpression sandposture sanda
if l e
s s h person. In t hefu trhe ranalysis , I ifnd out t hat t hedevelopmen to fJacob’ s y
ti l a n o s r e
p si in lfuenced byhi smain rtai twhichi sAsperge rSyndrome .Because r
e p x e e h t a h t s e it l u c if fi d e m o s f
o ienced in the famliy ,he become scare to hi s h
s if l e s e b o t t o n s p o l e v e d e H . y li m a
ii x K A R T S B A . A I L A T A N A I D E M , T A R A B A T U
H Personaltiy Developmen ton the Main s ’t l u o c i P i d o J n i e m o r d n y S r e g r e p s A h ti w r e t c a r a h
C HouseRule .s
a s u r u J : a tr a k a y g o
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A -lakinya. Perkembangan
n a m a l a g n e p n a d i s a u ti s a p a r e b e b m a l a d k a b e jr e t a i d a k it e k t a h il r e t a y n n a i d a b ir p e k n a it il e n e p m a l a D . n a h u n u b m e p s u s a k i r a d k a l e g n e m a y n k i d a u t n a b m e m a i d t a a s t n u H n o c a J n a i d a b ir p e k n a g n a b m e k r e p i u h a t e g n e m k u t n u d u s k a m r e b a y a s , i n i n a r o i a g a b e
s gyangmengidapSindromAsperge.r n a u j u t h a l a d a i n i t u k ir e
B -tujuan peneilitan yang mendasar i anailsa ini . i m a l a g n e m m u l e b e s t n u H b o c a J n a i d a b ir p e k i u h a t e g n e m k u t n u h a l a d a a m a tr e P h u r a g n e p i u h a t e g n e m k u t n u h a l a d a a u d e k g n a Y . a y n n a i d a b ir p e k n a g n a b m e k r e p d n i
S romAspergert erhadapperkembangankep irbadiannya .
a y n r e b m u S . e d o t e m i a g a b e s a k a t s u p i d u t s n a k a n u g g n e m i n i n a it il e n e P ir o e t u k u b a p a r e b e b n a d , s e l u R e s u o H , ir i d n e s u ti l e v o n h a l a d
a -teor isasrta setra
ir o e
t -teor ipsikologi .Teor ipenokohan digunakan untuk menjawab petranyaan ir o e T . a m a tr e
p -teor i perkembangan kep irbadian dan pendekatan psikolog i . a u d e k n a a y n a tr e p b a w a j n e m k u t n u n a k a n u g i d n a k u m e n e m a y a S . a m a t u n a b a w a j a u d n a k u m e n e m h a l e t i n i n a it il e n e P g n a r o e s b o c a J a w h a
b dengan sindrom Asperge r adalah seseora ng yang , s a u l n a s a w a w r e
b seseorang yang kurang memiilk ikecakapan sosial ,seseorang g
n a
y itdak menyuka iperubahan dalam kesehairan ,seseorang yang kurang akan , l a u s i v g n a y g n a r o e s , it a p m
e seseorang yang memiilk iekspres iwajah dan sikap s m i z a l k a d it g n a
y etraegois .Dalam prose sanailsi sselanjutnya ,sayamenemukan i n k a y a y n a m a t u i ri c h e l o i h u r a g n e p i d b o c a J n a i d a b ir p e k n a g n a b m e k r e p a w h a b n a ti l u s e k h e l o n a k a n e r a k i D . r e g r e p s A m o r d n i S i k il i m e m g n a y g n a r o e
s -kesultian
i d a j n e m b o c a J , a g r a u l e k m a l a d i m a l a i d g n a
1
I R E T P A H C
N O I T C U D O R T N I
.
A Backgroundoft heStudy f o e n o s i e r u t a r e ti
L many w s ay fo r human to expres s thei r lfie e
c n e ir e p x
e s .They can sharei tin form ofwork ofl tierature .Human expe irence s t
a h
t ea r refelected i n l tierature a arev irous .The re lfecti aon c n be something tha t d n a , y t e i c o s r e h t o n a d r a w o t m s i c it ir c , t c u d n o c l a r o m , s e u l a v s n i a t n o c
e b n a c t i f o l l A . t c e p s a l a c i g o l o h c y s
p a phenomeno n tha toccuri npresen titme. In e
h
t Theory o fLtierature ,the impression tha tthe nature and the funciton o f a
r e ti
l ture ,so fa ra sthey can be pu tinto large genera lconceptua lterms ,fo r t o n e v a h , s e u l a v d n a s e it i v it c a n a m u h r e h t o e h t h ti w t s a rt n o c d n a n o s ir a p m o c
, k e ll e W ( . d e g n a h
c 1956 :29).I tcanbes aidt hatl tieraturealway sbecomeapar to f s
’ n a m u H . e fi l s ’ n a m u
h lfiewli lber elfectedont heworkofl tierature . t
a h t k o o b e h t f o t c e j b u s e h t o t n o it a l e r n
I thewrtie ranalyzes , lal parents n
e r d li h c r i e h t t n a
w to beborn i n good psychologica land physica lcondiiton ,bu t s
e m it e m o
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o it a t c e p x
e .They are physically normal bu ttheri psychologica lcondiiton si m
o r f t n e r e f fi
d et h norma lstandard. Parents ow h acceptthei rchlidcondiiton rtea t e
h
t m wtih specia l rteatment ,fo rexamplet hey put t hei rchlidren i nto t he specia l .
l o o h c s d e e
y e h
T have thei rown way sto expres semoiton and creaitvtiy. Chlidren wtih .
n w o r i e h t f o d lr o w a e v a h y ll a u s u s d e e n l a i c e p s
s e s o o h c r e ti r w e h
T Jody Picoul’t snove lenitlted House Rules a sthe T
. s i s y l a n a e h t f o t c e j b
o hi sbook,t hes toryi saboutJ acob ,aboywhoha sAsperge r .
e m o r d n y
S Jacobi st hemaincharacteri nt hebook .Theothe rcharacteri sEmma , r
e t n i s i tI . r e h t o r b e lt ti l s i h , o e h T d n a , r e h t o m s i
h esitngbecauset hemaincharacte r .
r e d r o s i d y ti l a n o s r e p s a h e H . l e v o n e h t n i r e t n e c e h t e m o c e b s
i There are some
l e v o
n s talk abou tpersonaltiy disorder ,but thi swork i sdfiferen tfrom t he other . n I . y ti l a n o s r e p t n e m p o l e v e d d e c n e ir e p x e l e v o n s i h t n i r e t c a r a h c n i a m e h
T the
g n i h t y n a t u o b a e r a c t o n s e o d o h w s ’ r e g r e p s a n a s a n w o n k y l n o s i e h , g n i n n i g e b
o t s n i g e b e h s e o g y r o t s e h t s A . fl e s m i h t p e c x
e pay atteniton t o hi sfamliy .Hei s c
e b y l n e d d u s t o
n omingd fiferen tcharacte,rt herei ssomestiuaitont hati n lfuenced l
e v e d s i
h opment .
r e t c a r a h c n i a m e h t n o t n e m p o l e v e d y ti l a n o s r e p s i y d u t s e h t f o c i p o t e h T
. e m o r d n y S r e g r e p s A h ti
w Thet opicneedsto bestudied becauset hewrtie rwant s y
rt s d e e n l a i c e p s h ti w n e r d li h c w o h w o h s o
t to react t o t hei reveryday l fie wtih d
n u o r r u s e l p o e
p them. nI HouseRules by Jod iPicoutl ,wecan ifndt hatt hemain ,
r e t c a r a h
c Jacob, ha sa cetrain disablitiy ,an Asperge rsyndrome o rAsperge r r
e d r o s i
d tt ha make shimdfiferen tfrom norma lkid sa thi sage .Usually ,kid swtih t
n e r e f fi d e v a h e m o r d n y S r e g r e p s
A wayst o ilve t herilfie .An asperger’ susually e
e s s y a w l a , n o s r e p t n e g il l e t n
i s the detalis ,and ha sanothe rfocus .They lack o f e
g a u g n a l y d o b s ’ r e h t o d a e r o t e l b a g n i e b s a h c u s , s ll i k s l a i c o
s ,star to rmaintaina
y e h T . g n i k l a t s n r u t e k a t d n a , n o it a s r e v n o
s i h , b o c a J e k
il habti si toanalyzet hecirmescene.Thi sunstoppablecu irostiyand y
a w d ri e w e h t ll
a s created yb mh i makehim morespecial t han everyoneelse in l
e v o n e h
t .
h tr o w s i c i p o t e h
T to be analyzed because thi skind o f personaltiy r
e d r o s i
d ,Asperge rsyndrome i sone o fthe mos tcommon personaltiy disorder s ,
y t e i c o s s ’ y a d o t n i s r u c c
o thereforewhy t hewrtiert hink sthesubjectisi mpo tran t d
e z y l a n a d n a d e i d u t s e b o
t ,beside i tcan also en irch the research related to the s
k r o w y r a r e ti l n i e m o r d n y
s . Therefore, i texplains tha tthere i srelaiton between .
y g o l o h c y s p d n a e r u t a r e ti l
f o y d u t s l a c i g o l o h c y s p e h t n a e m y a m e w ’ e r u t a r e ti l f o y g o l o h c y s p ‘ y B
t a e r c e h t f o y d u t s e h t r o , l a u d i v i d n i s a d n a e p y t s a , r e ti r w e h
t iveprocess ,
f o s k r o w n i h ti w t n e s e r p s w a l d n a , s e p y t l a c i g o l o h c y s p f o y d u t s e h t r o
y ll a n if , r o , e r u t a r e ti
l , t he effect sof l tierature upon ti sreader s(audience )
1 8 : 6 5 9 1 , k c e ll e W ( .) y g o l o h c y s p
h ti w r e t c a r a h c a w o h , l e v o n s i h t n i y ll a i c e p s
E Asperge rSyndrome can
e p o l e v e
d in t hestory .I tdoe sno tonly show cetrain psycology disorder sbu talso .
k r o w y r a r e ti l e h t o t g n i g n a h c e m o s e k a m
.
B ProblemFormula iton .
1 Howi sJacobdescirbed int henovel? .
2 How doe s Asperge r Syndrome affec t Jacob’ s personaltiy n
e m p o l e v e
.
C Objecitveoft heStudy
e h t r e w s n a o t s i , y ll a c if i c e p s , y d u t s e h t f o e v it c e j b
O t wo quesiton sin
r o f d e s u s i y d u t s f o e v it c e j b o e h t y d u t s s i h t n I . n o it a l u m r o f m e l b o r
p t wo reason s
e s a
b d on the problem formulaitons .Fris ti sto analyze the characte irzaiton o f s
’t l u o c i P i d o J n i b o c a
J House Rules .Second i sto ifnd ou thow Jacob wtih e
m o r d n y S r e g r e p s
A affectshi scharacte rdevelopmen.t
.
D De ifniitono fTerms
o t t n a tr o p m i s i t i , e r o f e r e h T . y d u t s s i h t n i d e s u s m r e t e m o s e r a e r e h T
c a e f o n o it i n if e d e h t e n i m r e t e
d h term to make thi sstudy understandable .These :
w o ll o f s a s m r e t e h t e r a
.
1 Character r e t c a r a h
C a re the person i spresented in a dramaitc o rnarraitve work , l a n o it i s o p s i d d n a l a r o m h ti w d e w o d n e g n i e b s a r e d a e r e h t y b d e t e r p r e t n i e r a h c i h w
t h g u o r h t s e it il a u
q hei rdialogue and aciton (Abrams ,1981 :23) .Here ,Abram s e h t m o r f d e z y l a n a e b n a c h c i h w k r o w y r a r e ti l e h t n i n o s r e p a s a r e t c a r a h c s e n if e d
n o it a z ir e t c a r a h c e h t s t n e s e r p e r r o h t u a e h t w o h s w o h s s m a r b A . n o it c a d n a e u g o l a i d
.r e t c a r a h c a f o
.
2 PersonaltiyDevelopment
k c o lr u H h t e b a z il E o t g n i d r o c c
( n r e tt a p y ti l a n o s r e
p Hu lrock ,1974 :119 .) Person may fee ldissaitsfaciton t oward e
b , y li m a f , s d n e ir f r e h / s i
h s tf irend ,peoplea twork ,envrionmen to rcommuntiy ,
. y ti l a n o s r e p r i e h t e v o r p m i o t g n il e e f g n o rt s a s a h d n
a
.
3 Asperger’ sSyndrome
, e c n e g e l e t n i l a b r e v h g i h n e v e r o l a m r o n e v a h n e r d li h c e r e h w r e d r o s i d A
il e v a h y e h t t u b , k r o w l o o h c s d o o g o d d n a , s u o ir u c e r
a mtied , ifxed interests ,
l a n o it o m e d n a l a i c o s g n i d n a t s r e d n u y tl u c if fi d d n a , r u o i v a h e b d n a h c e e p s e v it it e p e r
) 5 8 : 4 0 0 2 a il a p a P ( .s e u
6 I I R E T P A H C
W E I V E R L A C I T E R O E H T
s e d i v i d r e ti r w e h
T thi schapteri nto t hreesecitons .Thef ris tseciton i sthe
f o s e i d u t s d e t a l e r e h t n o w e i v e
r House Rules .I tcan be related to the author ,
r o , a m a r
d the topic. The second seciton si the review on the theo ire stha tare
f m e l b o r p e h t e z y l a n a o t d e il p p
a ormulaiton; and the las tseciton i sabou tthe
n o it a c il p p
a oft her eviewonr elateds tudie sandt heo ire .s
.
A Reviewo fRelatedStudies
a w e h t e b n a c m s i c it ir c y r a r e ti
L y to understand both t he autho rand the
r h T . k r o
w ough ltierary ciritcism ,the ciritc sgive comments ,ideas ,and review s
t r o p p u s o t d e d e e n s i m s i c it ir c e h t , y d u t s y r e v e n I . k r o w y r a r e ti l r a l u c it r a p a t u o b a
c i p o t e h t r o a e d i e h
t discussed .Therearesomediscussion sand studie saboutt he
r d , r o h t u a d e t a l e
r ama ,ort opict ha twli lbepresentedt ohelpt hewrtie rcompleitng
. y d u t s s i h t
s e l u R e s u o
H i soneo fJod iPicoul’t snovels .Thi snoveli soneofthebes t
tl u o c i P f
o ’ s works, the t opic i sd fiferen tfrom the othe rPicoul’t sbook sbecause
p u g n ir b k o o b s i h
t Aspegersyndromeast hemains ubjec toft hebook.
n e e r u a M y b d e w e i v e r s i m e h t f o e n o , k o o b s i h t n o s w e i v e r e m o s e r a e r e h T
r o
C ir ng a fo rThe Washington Post .In the review sshe i sagree on how Picoul t
d n a e n il y r o t s y n a m o s s p e e
k i ti sbecome easy to praise he r technica lmastery .
d n a s t o l p e l p it l u m y n a m o s e r a e r e h t h g u o h t n e v
E narrators ,indeed,bu t tii swel l
d e g a n a
8 1 n a , t n u H b o c a J f o r e t c a r a h
c -y -earold high schoo lstuden twtih Aspergers'
. e m o r d n y
s She ifnd sthe main characte rshould be the interesitng poin to fthe
. k r o
w Asperge rsyndrome becomes the rule sin Jacob' slfie and the lfie o fhi s
y li m a
f oto ,whichconsist so fhi sunderstandably tb u guitlyyounge rbrother ,Theo ,
n a c i n o ri s i h d n
a d exhausted mom ,Emma. Corirgan also said tha tPicoul't s
n o it a rt s u ll
i o fJacob and hi sfamliy i scomplex ,compassionate and smatr .Jacob
s y a w l a o h w , r e h t o m s i h , a m m E . y li m a f s i h y b d e t c e t o r p s y a w l a t a h t e n o e h t
o e h T d n a s e it il i b a p a c n i s ’ b o c a J t u o b a s e ir r o
w ’ sadolescen tbehavio r such a s
o t n i g n i k a e r
b thei rownhouse .
h c u o t y l n o n a g ir r o C , s w e i v e r e h t n
I s thesurfaceoft hestory .Sheexplain s
. d n e e h t t a d e t s i w t ll i w y r o t s e h t w o h s ll e t e h S . y li m a f s i h d n a b o c a J t u o b a e lt ti l a
r f t n e r e f fi d e b l li w y d u t s s i h
T omt her eviews ,becauset hiss tudywli lexplainmore
s ’ b o c a J f o t n e m p o l e v e d e h t d n a s ’ r e g r e p s A n a s a c it s ir e t c a r a h c b o c a J t u o b a y l p e e d
.s c it s ir e t c a r a h c
t u o b a y d u t s e h
T Asperger syndromeha sarleady been discussed by some
a m r a h D a t a n a S n i s t n e d u t
s . EunikeSatyairni hin e rthesi sAsperger’ sSyndromea s
s u o i r u C e h T s ’ n o d d a H k r a M n i n o it a z ir e t c a r a h C s ’ e n o o B r e h p o ts i r h C n i n e e S
t h g i N e h t n i g o D e h t f o t n e d i c n
I - eit m wrote tha tthe main characte rha sspecia l
p t s ri f e h t d n a r o t a r a n e h t e m o c e b o s l a e h e s u a c e b t n i o
p ersoni nt henovel .And in
r e
h study ,shef ocuse son how Haddon ast heautho roft henovel ,i sfocusing on
. c it s ir e t c a r a h c s ’ r e t c a r a h c n i a m e h t m o r f n e e s e b n a c e m o r d n y S r e g r e p s A e h t w o h
c e h t e s u a c e b k r o w s ’ e k i n u E m o r f t n e r e f fi d e b l li w y d u t s s ’ r e ti r w e h
T haracte r
n i r e t c a r a h c n i a m e h t f o c it s ir e t c a r a h c e h t n i t n e m e l e g n it c e f f
a Jod iPicoul’t s
s e l u R e s u o
H .
.
B Reviewo fRelatedTheories s m r e t e m o s e r a e r e h
T used i n t hi sstudy t o help t hewrtie ransweirng t he
: n o it a l u m r o f m e l b o r p e h t n i d e l a e v e r m e l b o r p
f o y r o e h T .
1 CharacterandCharacteriza iton r
e t c a r a h C .
a andCharacteriza iton
. y a l p e h t d n a t s r e d n u o t e u l c a s e v i g k r o w y r a r e ti l n i e r u g if a s a r e t c a r a h C
s r e t c a r a h c t a h t d i a s s m a r b A . H . M s
A presented i n a dramaitco rnarraitvework
a n o s r e p “ e r
a l who arei nterpretedbyt her eade ra sbeing endowed wtih mora land
y a s t a h w e h t n i d e s s e r p x e e r a t a h t s e it il a u q l a n o it i s o p s i
d - thedialogueandbyt he
a h
w tt heydo- theaciton”( Abrams ,1981:2 h0 .)T erefore ,characteri st hepeople
k r o w e v it a r r a n r o c it a m a r d e h t n
i t shat i determined byt her eadersf rom t heway
. e v a h y e h t r o i v a h e b e h t d n a k l a t y e h
t Barnet ,Bu tro ,Ferirs ,and Rabkin meniton
t t a h
t herearet wo t ype so fcharacte rusually presented i n a l tierary work .A lfa t
, e l b a t c i d e r p y l h g u o r o h t s i r o i v a h e b s i h d n a , ti a rt e l g n i s a s t n e s e r p e r r e t c a r a h c
it e m o s s i r o i v a h e b s i h d n a , s ti a rt y n a m s a h r e t c a r a h c d n u o r a e li h
w me sunexpected
e l b i d e r c h g u o r h
t ( Barnet ,2001 :1515). Thus ,from the developmen to fthe
. e n o t a lf f o d n u o r s i r e t c a r a h c e h t r e h t e h w e n i m r e t e d n a c r e ti r w e h t ,r e t c a r a h c
n i d e t a t s s m a r b
A AGlossaryo fLtieraryTermsthatt herearet wo wayst o
. ” g n il l e t “ d n a ” g n i w o h s “ e r a y e h t , r e t c a r a h c a t n e s e r
e t c a r a h c s i h s t n e s e r
p r stalking and acitng ,and le tthe reade rto conclude wha t
e h t , ” g n il l e t “ n i e li h W . o d d n a y a s y e h t t a h w d n i h e b y a l s n o it i s o p s i d s e v it o m
ti s o p s i d d n a s e v it o m e h t s e t a u l a v e d n a e b ir c s e d o t s e n e v r e t n i fl e s m i h r o h t u
a iona l
s r e t c a r a h c s i h f o y ti l a u
q (Abrams , 91 8 .)1: 2 Character swli lbe shaped by the
e h t , y ti l a n o s r e p d n a e c n a m r o fr e p s ’ r e t c a r a h c e h t g n i s U . n o it a n i g a m i s ’ r o h t u a
. s r e d a e r e h t y b e l b a d n a t s r e d n u e b n a c k r o w y r a r e ti
l Therefore, t hedesc irpiton o f
r a h c e h t e b ir c s e d n a c t c a y e h t y a w e h t d n a r e t c a r a h c e h
t acte irzaiton o fthe
. r e t c a r a h c
n i e lt ti L m a h a r
G Approacht oLtierature :AnI ntroducitont oCriitca lStudy
, g n it i r W n i d o h t e M d n a t n e t n o C f
o offered three way sto evaluate a character .
: e r a e r e h T
.
1 Hi so rhe rbasiccharacte irsitcs .Thi scanbes eenf rom:
.
a Thephysica lcondiitonoft hecharacte,ri ncludinghi so rhe rage.
. c it s it u a e b y a m e h t a h t d e n o it n e m f l e s m i h r e t c a r a h c b o c a J , l e v o n e h t n I
, g n i n t h g il t u o b a s u o ir u c y ll a e r s i o h w r e g a n e e t d l o s r a e y n e e t h g i e n A
q e i v o m s u o m a f , n o it c a e r n i a h c e s a r e m y l o
p uotes ,andhecanmemo irze the
t c a rt s i d e H . g n i y rt n e v e t u o h ti w e l b a t c i d o ir e
p s being no tlook ailke hi s
.r e h t o r b
s e ti s o p p o r a l o p e k il a k o o l e
W - hi sharii sso ifneand blond i tcould pas s
i g il e r t u c t i e v a h t o n o d i f i y h s u b s t e g d n a k r a d s i e n i m ; r e v li s r o
f ously
s k e e w e e r h t y r e v
e (actually ,par to fthe reason I ge ti tcu tevery three
,r u o f e k il n u , r e b m u n e f a s , d o o g s i e e r h t t a h t s i s k e e
y a w y l n
o I can handlesomeonet ouchingmy harii si f iknowi ’t scoming
: 0 1 0 2 , tl u o c i P ( .) e c n a v d a n
i )2 3
.
b The socia lrelaitonship ,which mean the persona lrelaitonship wtih othe r
d n a s s a l c l a i c o s s a h c u s , p i h s n o it a l e r l a i c o s r e d i w r o , s r e t c a r a h c
. n o it a p u c c o
.
c The menta lquailite stha tare the typica lway o fthinking ,feeilng ,and
. g n it c a
.
2 Hi so rhe rappearancef romvairou spoint so fview,t hisi ncludes:
.
a Howacharacters ee shimo rhe.r
.
b Howvairou sothe rcharacterss eehimo rhe.r
.
c Howheors hedevelops ,orf alist odevelopdu irngt hecourseoft hes tory.
3. Hi so rhe rplacet owork
.
a The rteatmen t o f the autho r (sketched o r fully rounded porrtayed
d e t a e rt , y ll a c it a m a r d r o y l e v it p ir c s e
d sympatheitcally o r
n
u sympatheitcally .)
.
b Hi so rhe rplacei nt hes tory( al eadingcharacte ro ramino rone .)
.
c Hi s o rhe rrelaiton to the theme , fo r example whethe r the characte r
( y a s o t s a h r o h t u a e h t t n a tr o p m i g n i h t e m o s s e i d o b m
e Ltilte ,1981 :93 .)
f o s t n i o p s u o ir a v m o r f e c n a r a e p p a r e h r o s i h , s c it s ir e t c a r a h c c i s a b r e h r o s i h m o r F
e b n a c r e t c a r a h c a f o s c it s ir e t c a r a h c e h t , k r o w o t e c a l p r e h r o s i h d n a , w e i v
. d e z y l a n
a I tdoe sno tgiveatteniton t o t hedesc irpiton o facharacte rbu talso, t he
o t n i d e d i v i d s i n o it a z ir e t c a r a h c e h t , n o m r a H d n a n a m l o H o t g n i d r o c c A
h t n i d e t o u q s a s d o h t e m l a t n e m a d n u f e e r h
t ef ollowing.
.
a the exp ilci tpresentaiton by the autho ro fthe characte rthrough exposiiton ,
; n o it c a y b d e t a rt s u ll i
.
b the presentaiton o fthe characte rin aciton tha tthe reade rwli lbe able to
; s n o it c a e h t m o r f r o t c a e h t f o s e t u b ir tt a e h t e c u d e d
.
c T herepresentaitonwtihinacharacte roft hei mpac to faciton sandemo iton son
e h t f o s e t u b ir tt a e h t d n a t s r e d n u l li w r e d a e r e h t t a h t ,f l e s r e n n i s ’ r e t c a r a h c e h t
( y lr a e l c r e t c a r a h
c HolmanandHarmon ,1986 :81 .)
n i y h p r u M . J .
M Understanding Unseen: An Introduciton to Engilsh
s t n e d u t S s a e s r e v O r o f l e v o N h s il g n E d n a y r t e o
P alsoprovide snineway so fautho r
s ’ r e t c a r a h c e h t w o h s o
t characte irsitc sand rtati sto the reader sin ltierary work .
: e r a s y a w e s o h T
.
a Persona ldesc irp iton
s ’ r o h t u a e h t y b n e e s e b n a c n o it p ir c s e d l a n o s r e
P descirpitonoft hecharacter .The
.r e t c a r a h c e h t f o s e h t o l c e h t r o e c n a r a e p p a e h t t u o b a e b n a c n o it p ir c s e d
.
b Characte ra sSeenbyAnother
e h t g n i w o h s y b r e t c a r a h c a f o s c it s ir e t c a r a h c e h t e b ir c s e d n a c r o h t u a e h T
r e h t o n a m o r f s t n i o p r o , n o i n i p o , s t n e m m o
c character .Thus ,the reader scan ge t
. n o it a z ir e t c a r a h c s ’ r e t c a r a h c e h t t u o b a n o it a m r o f n i
.
h g u o r h t n o it a z ir e t c a r a h c e h t o t n i t h g i s n i n a s r e d a e r e h t o t e v i g n a c r o h t u a e h T
,s k a e p s r e t c a r a h c a r e v e n e h w n e v i g e b n a c s e u l c e h T . s y a s r e t c a r a h c t a h t t a h w
s r e d a e r e h t , o s n o i n i p o n a d r a w r o f s t u p , r e h t o n a h ti w s n o it a s r e v n o c e m o s g n i v a h
h c e e p s e h t h g u o r h t d e l a e v e r n o it a z ir e t c a r a h c e h t t u o b a n o it a m r o f n i e m o s t e g n a c
.s r e h t o e h t n e e w t e b
.
d Pastl fie
. e fi l t s a p s ’ r e t c a r a h c a t u o b a g n i h t e m o s n r a e l n a c r e d a e r e h
T The clues t ha tare
o t d e p l e h e v a h t a h t e m it t a h t t a s t n e v e e h t o t d e t a l e r e b n a c r o h t u a e h t y b n e v i g
e h t s a h c u s , t n e m m o c t c e ri d a e b n a c s e u l c e h T . s c it s ir e t c a r a h c s ’ r e t c a r a h c a e p a h s
f o m u i d e m e h t r o r e h t o h c a e n o it a s r e v n o c e h t h g u o r h t ,t h g u o h t s ’ n o s r e
p anothe r
. n o s r e p
.
e Conversaitono fOthers
e h t m o r F . s r e t c a r a h c e h t n e e w t e b n o it a s r e v n o c e h t n i n e v i g e b n a c s e u l c e h T
.s c it s ir e t c a r a h c s ’ r e t c a r a h c a t u o b a n o it a m r o f n i e m o s t e g n a c n o it a s r e v n o c
.f Reacitons
r e t c a r a h c a f o s e u l c e h t e v i g o s l a n a c r o h t u a e h
T ’ scharacteirsitc sfrom the
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e c a f r e t c a r a h c e h t w o h n o s c it s ir e t c a r a h c s ’ r e t c a r a h c e h
t sparitcula rstiuaiton sand
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.
g n i s U . t u o b a g n i k n i h t s i n o s r e p a t a h w f o e g d e l w o n k t c e ri d s u e v i g n a c r o h t u a e h T
a e h t e e s n a c s r e d a e r e h t ,t h g u o h t s ’ r e t c a r a h c e h
t uthor’s i maginaiton t hrough t he
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h c i h w s e i s a r c n y s o i d i r o s ti b a h , s m s ir e n n a m s ’ n o s r e p a e b ir c s e d n a c r o h t u a e h T
u l l e t o s l a y a
m ss omethingabou thi scharacter .
.
2 Theoryo fPersonaltiyDevelopment i s e ir o e h t y n a m o s e r a e r e h
T n descirbe personaltiy . To descirbe the
a n i ti e t a r o b a l e d n a a e d i n w o r i e h t e k a m s e ir o e h t e m o s , y ti l a n o s r e p f o n o it i n if e d
h c i h w , a n o s r e p n it a L m o r f e m o c s i ” y ti l a n o s r e p “ d r o w e h T . s y a w f o y t e ir a v
k e e r G n i s r o t c a n a m o r y b n r o w k s a m l a c ir t a e h t a o t d e r r e f e
r dramas .These
. e c n a r a e p p a e s l a f r o e l o r a t c e j o r p o t ) a n o s r e p ( k s a m a e r o w s r o t c a n a m o R t n e i c n a
n i d e t a t s s i
tI Theorie so fPersonaltiybyJes sGregoryFeist( 2006:3) .Thisi sonly
y ti l a n o s r e p f o n o it i n if e d a t e y t o n s i h c i h w y ti l a n o s r e p f o w e i v e c a f r u s
a .
ti l f o y g o l o h c y s p e h t , n e r r a W n it s u A d n a k e ll e W e n e R o t g n i d r o c c
A erasuremean s
t a h t s s e c o r p e v it a e r c e h t f o y d u t s e h t r o r e ti r w e h t f o y d u t s l a c y g o l o h c y s p t a h t
s a h c u s s k r o w y r a r e ti l s ’ r e d a e r e h T . ) 1 8 : 6 5 9 1 ( e s n o p s e r s ’ r e d a e r e h t s e d u l c n i
d n a e s o r p , l e v o
n poerty .I tshow sthe closenes srelaiton between ltierature and
. y g o l o h c y s p
e r a d o o h d li h c g n ir u d d e h s il b a t s e s n r e tt a p y ti l a n o s r e p e h t ,s e t a t s s a n u k i P s A
e c n e c s e l o d a g n ir u d y lt a e r g d e if fi d o
m ,when new development sand expeirence s
e c n e c s e l o d a e h t e t a c il p m o
, s e d u ti tt a , s ti a rt f o c i m a n y d a s i y ti l a n o s r e p , s a n u k i P m o r f t n e m e t a t s e r o M e ri o tr e p e r e s n o p s e r l a t o t e h t n i y c n e t s i s n o c f o e e r g e d g n i y r a v a g n i c u d o r p s ti b a h f o n o it a n i b m o c e h t s i y ti l a n o s r e P . ) 2 7 2 : 6 7 9 1 , s a n u k i P ( l a u d i v i d n i f o t c a r a h
c eirsitcs ,atttiudes ,andcustom sdeilveirngvairou skindofi ndividua.l
n i s e t a t s k c o lr u
H PersonaltiyDevelopment, t ha tpersonaltiy can changet he
l a c i g o l o h c y s p d n a l a c i s y h p s ’l a u d i v i d n i e h t “ n i e n o d e b n a c t n e m p o l e v e d e h t n e h w , r e v o e r o M . ” s c it s ir e t c a r a h
c proces so fdevelopingdeal swtih“patterning
s e m o c e b t i ” s e v it o m d n a , s e t a t s l a n o it o m e , s e d u ti tt a d n a , s ti b a h , t p e c n o c f l e s s ’ e n o y e h t t n e v e e h t , e fi l e n o e m o s g n ir u d s p o l e v e d y ti l a n o s r e P . ) 7 : 4 7 9 1 ( x e l p m o c e r o m l li w t e g y e h t e c n e ir e p x e e h t d n a d e r e t n u o c n
e b irng thei r challenges ,
.s t c il f n o c d n a s e it il i b i s n o p s e r . s e g a t s r o j a m l a r e v e s o t n i d e d i v i d e b n a c t n e m p o l e v e d y ti l a n o s r e P n i k c o lr u H o t g n i d r o c c
A Chlid Development 1( 978 :41) ,there are ifve majo r
b d o ir e p a s i d o ir e p l a t a n e r p , t s ri f ; s d o ir e p l a t n e m p o l e v e
d efore a baby born ;
a n e h w e m it t s ri f e h t s i y c n a f n i , d n o c e S . y l d i p a r g n i o g s i t n e m p o l e v e d e h t y ll a u s u t p a d a d l u o h s y b a b n r o b w e
n t o the new envrionment .Thrid ,babyhood i stwo
e b o t s e ir t y b a b e h t e g a t s s i h t n i n r o b s a w y b a b e h t r e tf a s r a e y o w t o t p u s k e e w . t n e d n e p e d n i e t a l d n a d o o h d li h c y lr a e : s e g a t s o w t o t n i d e d i v i d s i d o o h d li h c , h tr u o F r i e h t n i t s i x e o t s e ir t d n a s r e h t o e t a ti m i o t s e ir t d li h c e h t , d o ir e p y lr a e n I . d o o h d li h c , d o o h d li h c e t a l n i r e t a L . p i h s n o it a l e r l a i c o s a e k a m o t s tr a t s d n a t n e m n o ri v n e
ch lidren expeirence sexua lmaturtiy and star tadolescence peirod in thi speirod
, h tf i F . t n e m p o l e v e d r o j a m e h t s i n o it a z il a i c o
y l n o t o n s e o d t n e m p o l e v e d n a m u h g n i n i m r e t e D . tl u d a n a s e m o c e b d li h c a m o r f o l o i b e h t n o d n e p e
d gica ldevelopment ,bu talso some factor stha tin lfuence the
n i s e t a t s k c o lr u H . t n e m p o l e v e
d PersonaltiyDevelopment .
e h t f o t n e m p o l e v e d e h t g n i n i m r e t e d n i k r o w t a s r o t c a f r o j a m e e r h t e r a e r e h T e m w o d n e y r a ti d e r e h s ’l a u d i v i d n i e h t , t s ri F : n r e tt a p y ti l a n o s r e
p nt ;second ,
e d i s t u o e fi l r e t a l n i s t n e v e t n a tr o p m i , d ri h t ; y li m a f n i h ti w s e c n e ir e p x e y lr a e ) 9 1 : 4 7 9 1 , k c o lr u H ( .t n e m n o ri v n e e m o h e h t e m o s e e s o t d e d e e n s i t i , t n e m p o l e v e d y ti l a n o s r e p s ’ n o s r e p a e z y l a n a o T . y ti l a n o s r e p s i h r o r e h e c n e u lf n i y a m t a h t s r o t c a
f According t oHu lrock,t hereare
f o s d n i k o w
t in lfuencet ah tshapeachlid’ spersonaltiy .Thei n lfuencecomesf rom
e r e h T . y li m a f e h t m o r f s e m o c e c n e u lf n i t s ri f e h T . t n e m n o ri v n e d n a y li m a f r i e h t y ti l a n o s r e p d li h c a n o y li m a f m o r f e c n e u lf n i f o s d n i k o w t e r
a according to
2 5 3 : 4 7 9 1 ( k c o lr u
H -353) .
.
a DriectI n lfuence
d li h c “ g n i s u y b e c n e u lf n i t c e ri d e h t e v i g s t n e r a p e h
T -rtainingmethod”
l a i c o s e h t f o m r o n e h t n o d e s a b n r e tt a p y ti l a n o s r e p n e r d li h c r i e h t e p a h s o t l a n o s r e p d e ll a c s i t I . d e z i n g o c e r e r a y e h t h ti w p u o r
g tiy rtansmission .
e c n e u lf n i o t y rt s t n e r a p y ll a i c e p s e s r e b m e m y li m a f , n o it a c i n u m m o c h g u o r h T t n e m p o l e v e d y ti l a n o s r e p e h
t o fothe rmembers .The parent steach abou t
, n o it a u ti s n i a tr e c a r e t n u o c n e o t w o h m e h t g n i w o h s y b s e d u ti tt a d n a s m r o n l e e f y e h t d l u o h s w o
h and behave in dfiferen tcondiiton .Other sway o f
r e h t o n i s e it il a u q e h t t u o g n it n i o p s t n e r a p e r a n o i s s i m s n a rt y ti l a n o s r e p . e u l a v d l u o h s n e r d li h c e h t t h a t s n o it a u ti s d n a s g n i h t , e l p o e p .
t t e g n e r d li h c e h t t a h t s n a e m e c n e u lf n i t c e ri d n i e h
T hei n lfuencefrom
e v o l d n a t c e p s e r , e ri m d a y e h t m o h w s r e b m e m y li m a f h ti w n o it a c if it n e d i e h t “
y li m a f e h T “ . e t a ti m i y l u o i c s n o c n u r o y l s u o i c s n o c r e h ti e y e h t m o h w d n a
d li h c e h t n e h w s a h c u s y lt c e ri d n i y ti l a n o s r e p s ’ d li h c a d l o m s r e b m e m
o e m o s s e v o l d n a s e ri m d
a ne , she o r he tire s to shape hi s o r he r own
. n o s r e p e h t r e tf a y ti l a n o s r e p
s ’ d li h c a n i s n e p p p a h t
I lfie, t he example i si n t he ch lidhood ,adolescence
d n
a adul ta sa proces so flearning .I thappen sto the chlid when she o rhe
e h T . t n e r a p a h ti w s e z i n g o c e
r ch lidren may have asimlia rpattern o fpersonaltiy
s t n e r a p y l e v o l d n a m r a w , l u f e r a c h ti w n e r d li h c s i e l p m a x e e h T . s t n e r a p r i e h t h ti w
l li w d n a n o s r e p e v it c a rt t a e m o c e b y ll a u s
u showcarefulness ,warmth ,andl ovef o r
f n i o s l a y li m a f A . e m o h e h t e d i s t u o e l p o e
p luence sachlid’ss efl-concepti ndrieclty
e h t m o r f s e m o c e c n e u lf n i t s e t a e r g e h T .f l e s m i h r o r e h f o ’ e g a m i r o r ri m ‘ a h g u o r h t
t n a tr o p m i t s o m e h t s i y li m a F . s r e h t o n a h t r e s o l c e r a h c i h w s g n il b i s d n a s t n e r a p
n e h w e m t e h t s i d o ir e p s i h T . d o o h d li h c g n ir u d t r a
p theyoungchlidrenspendmos t
n i a g , e m it r i e h t f
o many signiifcan tsocia lskill sand develop thei ratttiudes ,
. s e u l a v d n a s f e il e b , r o i v a h e b
f o t c u d o r p e h t s i n r e tt a p y ti l a n o s r e p s ’l a u d i v i d n i n a t a h t s e t a t s k c o lr u H
a l e r l a i c o s f o e s r u o c e h t g n ir u d g n i n r a e
l itonship wtih people both wtihin and
e l p o e P . ) 9 1 : 4 7 9 1 , k c o lr u H ( e s u o h e h t e d i s t u
o willf acedfiferen tandnewf acti n
y r r a c t a h t e fi l r i e h
t them into a stage o fdevelopment .The developmen tcome s
n o it a l e r e h t m o r
f o fpeoplewtih f amliy and othe rpeopleoutsidet hehouse .Each
s ’ n o s r e
r i e h t e v o r p m i o t s y a w l u f e s u n i p o l e v e d y ll a u s u e l p o e P . e v a h y e h t s e c n e ir e p x e
e li h w e s r o w r o r e tt e b o t n i g n i n r u t s a d i a s e b n a c e g n a h c a , e r o f e r e h T . y ti l a u q s ’ e fi l
. r e tt e b o t n i g n i n r u t e b o t s d n e t p o l e v e
d
n i s a n u k i P , y ll a n o it i d d
A Human Development :an Emergen tScience 3rd
n o it i d
E meniton ssix factor sand expeirence sappea rin adolescence and modfiy
: s w o ll o f s a y ti l a n o s r e p e h t
.
1 Acquisiitono fadul tphysique
.
2 Sexua lmaturaiton ,accompaniedbynewdeirve sandemoiton
.
3 Greate rsefl-awareness ,resulitng in a heightened desrie fo rsefl-drieciton
s l a e d i d n a , s l a o g , s d r a d n a t s f o n o it a u l a v e e r d n a
.
4 The need fo r companionship , wtih p irme emphasi s on heterosexua l
s p i h s d n e ir f
.
5 Treatmen tbyparen tandpeers
.
6 Confilc tairsing from theadolescence’ spersonaltiy developmen t(Pikunas ,
) 1 7 2 : 6 7 9 1
3 .TheoryofAsperger’ sSyndrome e
m o r d n y s s ’ r e g r e p s
A canber eveale dins omebehaviors . tIi spossiblet opu t
e u l c s a s r o i v a h e
b because some patricula r behavior s appea r a s Asperger’ s
e m o r d n y
s symptoms . Thesebehavio rusuallyarecausedbysomedelaysi nbrain .
n i o v ti
R Understanding t henatureo fAuitsm andAsperger’ sDisorderexplained
e b e s e h t n e h w t s ri f t a d e n e p p a h t a h
A s n a H . r
D spergers tudiedagroupwhom hads omeau itsms ymptom sbutt heydid
t o
n if t wtih the standard diagnositc o f auitsm . These people had norma l
t s u j e r e w y e h T . g n i k l a t n a g e b y e h t n e h w n i y a l e d o n d a h y e h t d n a e c n e g il l e t n i
e r e w e l p o e
p jus to tfencalledass ociallybilnd.
, k o o b s i h n i s m o t p m y s e m o r d n y s s ’ r e g r e p s A e m o s s e if i c e p s o v ti R
r e d r o s i D s ’ r e g r e p s A d n a m s it u A f o e r u t a N e h t g n i d n a t s r e d n
U .Thesesymptom s
e p e r , d e t c ir t s e r f o s n r e tt a p r a l u c it r a p d n a s ll i k s l a i c o s o t t n a v e l e r e r a y l n i a
m ititve ,
. s t s e r e t n i d n a s r o i v a h e b f o s n r e tt a p d e p y t o e r e t s d n
a People wtih Asperger’ s
d r a h e r a e m o r d n y
S to read socia lclues .One by one of t hesesymptom swli lbe
: e r e h w o l e b r e h tr u f d e n i a l p x e
.
a Qualtia itveI mpairmenti nSocia lSkill r
e p s A f o s m o t p m y s t s o
M ger’ ssyndromearer elatedt ol acko fsocia lskills’ s
m a s e h t e r a e m o r d n y s s ’ r e g r e p s A h ti w e l p o e p y n a m f i r e d n o w o N . y ti c a p a
c e sa
f o s t n i o p 3 e r a e r e h T . d n il b y ll a i c o s ; k o o b s i h n i d e n o it n e m s a h o v ti R t a h w
m o s s a h t n e m ri a p m i t s ri F . e r e h e m o r d n y s s ’ r e g r e p s
A ething to do wtih socia l
e y e f o k c a l e r a s i h t f o s e l p m a x e e h T . n o it a l u g e r n o it c a r e t n
i - ot -eye gaze and
e h t s i ti “ t a h t k o o b s i h n i s n o it n e m o v ti R . n o i s s e r p x e l a i c a f g n i d a e r f o y ti li b a p a c n i
fl e s r u o t u o b a n o it a m r o f n i s s e c o r
p -image . tIi st hepatrt ha tprocessesi nformaiton
fl e s t u o b
a -awarness ,how we think abou tourselves ,ou rawarnes so fhow othe r
f o e c n a tr o p m i d n a g n i n a e m e h t d n a , s e v l e s m e h t d n a s u t u o b a l e e f d n a k n i h t e l p o e p
d a e r o t e l b a n u e r a e m o r d n y s r e g r e p s A h ti w e l p o e P . ) 3 4 : 6 0 0 2 o v ti R ( .s e u l c l a i c o s
g n i s s e c o r p n i s y a l e d l a t n e m p o l e v e d y b d e s u a c s i s i h
T the symboilc o f
. r o h p a t e m d n a , m s a c r a s , s e k o j t e r p r e t n i o t y ti li b a p a c n i s i d n o c e S . n o it a m r o f n i h ti w e s o h t e k a m y e h t e c n i s d o o t s r e d n u e b o t t l u c if fi d e r a r e y a l h ti w s e c n e t n e S r d n y S r e g r e p s
A omege tconfused .There i sfuthe rexplanaiton from Rtivo t hati s
. k o o b e h t n i d e n o it n e m c il o b m y s y l h g i h r i e h t f o e u s a c e b h ti w l a e d o t d r a h e r a s e i g o l a n a d n a s e k o J r u o y n i s g n i h t t c e n n o c o t e v a h u o y e u s a c e b y n n u f e r a s e k o j y n a M . e r u t a n r a y ll a u s u t a h t d n i
m e no tconnected .I fyou have concrete thinking an f p e e k l li w u o y , s g n i n a e m c il o b m y s e lt b u s e h t n o g n i h c t a c h ti w e l b u o rt e r a r o m u h e li t s o h d n a , m s a c r a s , s n u P . s e k o j h c u s f o t n i o p e h t g n i s s i m ) 5 4 : 6 0 0 2 o v ti R ( . n o s a e r e m a s e h t r o f tl u c if fi d y ll a u q e s i d ri h
T incapablitiy o freading emo itona lcues .Thi scan be seen from thei r
y ti li b a s i
d to read othe rpeople’ sfeeilng .Peoplewtih Asperge rsyndrome t end t o
f o e l p m a x e s e v i g o v ti R . y h t a p m e f o k c a l e v a h y e h t e c n i s n o s r e p d l o c a s a r a e p p a n i y ti li b a p a c n i s i h
t Understandingt heNatureo fAuitsmandAsperger’ sDisorder .
f o e n o t s ’ e n o e m o s m o r f l l e t t ’ n d l u o c e h t a h t d e s s e f n o c n a m g n u o y e n O e n o t n w o s i h t a h w l l e t t’ n d l u o c e h s a t s u j , g n il e e f s a w n o s r e p t a h t w o h e c i o v . t n a e m e c i o v f
o The conten t and the feeilng were no t automaitcally o t d a h e h t a h t y tl u c if fi d h c u m h ti w ” d e s s e f n o c “ e H . d e t c e n n o c y ll a c il o b m y s k o o l “ t ’ n d l u o w e h o s l o o h c s h g i h o t t o g e h n e h w g n il e e f ” d a e r “ o t ” n r a e l “ ) 5 4 : 6 0 0 2 , o v ti R ( .s r e h c a e t s i h d n a s d i k r e h t o e h t o t ” d i p u t s .
b Restricted , Repe ititve , and Stereotyped Pattern s o f Behavior s and t s e r e t n I s e r a s t s e r e t n i d n a s r o i v a h e b f o s n r e tt a p d e p y t o e r e t s d n a , e v it it e p e r , d e t c ir t s e R e z y l a n a o t t n a v e l e r e r a h c i h w s t n i o p e e r h t e r a e r e h T . s m o t p m y s f o p u o r g d n o c e s s ’t l u o c i P i d o
J House Rules w irtten by Rtivo in Understanding the Nature o f
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