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Détail de l'auteur
Auteur Elizabeth R. EERNISSE |
Documents disponibles écrits par cet auteur (2)
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Individual Differences in the Real-Time Comprehension of Children with ASD / Courtney E. VENKER in Autism Research, 6-5 (October 2013)
[article]
Titre : Individual Differences in the Real-Time Comprehension of Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Courtney E. VENKER, Auteur ; Elizabeth R. EERNISSE, Auteur ; Jenny SAFFRAN, Auteur ; Susan Ellis WEISMER, Auteur Article en page(s) : p.417-432 Langues : Anglais (eng) Mots-clés : autism comprehension language processing receptive vocabulary eye-gaze methodology individual differences Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorders (ASD) demonstrate deficits in language comprehension, but little is known about how they process spoken language as it unfolds. Real-time lexical comprehension is associated with language and cognition in children without ASD, suggesting that this may also be the case for children with ASD. This study adopted an individual differences approach to characterizing real-time comprehension of familiar words in a group of 34 three- to six-year-olds with ASD. The looking-while-listening paradigm was employed; it measures online accuracy and latency through language-mediated eye movements and has limited task demands. On average, children demonstrated comprehension of the familiar words, but considerable variability emerged. Children with better accuracy were faster to process the familiar words. In combination, processing speed and comprehension on a standardized language assessment explained 63% of the variance in online accuracy. Online accuracy was not correlated with autism severity or maternal education, and nonverbal cognition did not explain unique variance. Notably, online accuracy at age 5½ was related to vocabulary comprehension 3 years earlier. The words typically learned earliest in life were processed most quickly. Consistent with a dimensional view of language abilities, these findings point to similarities in patterns of language acquisition in typically developing children and those with ASD. Overall, our results emphasize the value of examining individual differences in real-time language comprehension in this population. We propose that the looking-while-listening paradigm is a sensitive and valuable methodological tool that can be applied across many areas of autism research. En ligne : http://dx.doi.org/10.1002/aur.1304 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218
in Autism Research > 6-5 (October 2013) . - p.417-432[article] Individual Differences in the Real-Time Comprehension of Children with ASD [Texte imprimé et/ou numérique] / Courtney E. VENKER, Auteur ; Elizabeth R. EERNISSE, Auteur ; Jenny SAFFRAN, Auteur ; Susan Ellis WEISMER, Auteur . - p.417-432.
Langues : Anglais (eng)
in Autism Research > 6-5 (October 2013) . - p.417-432
Mots-clés : autism comprehension language processing receptive vocabulary eye-gaze methodology individual differences Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorders (ASD) demonstrate deficits in language comprehension, but little is known about how they process spoken language as it unfolds. Real-time lexical comprehension is associated with language and cognition in children without ASD, suggesting that this may also be the case for children with ASD. This study adopted an individual differences approach to characterizing real-time comprehension of familiar words in a group of 34 three- to six-year-olds with ASD. The looking-while-listening paradigm was employed; it measures online accuracy and latency through language-mediated eye movements and has limited task demands. On average, children demonstrated comprehension of the familiar words, but considerable variability emerged. Children with better accuracy were faster to process the familiar words. In combination, processing speed and comprehension on a standardized language assessment explained 63% of the variance in online accuracy. Online accuracy was not correlated with autism severity or maternal education, and nonverbal cognition did not explain unique variance. Notably, online accuracy at age 5½ was related to vocabulary comprehension 3 years earlier. The words typically learned earliest in life were processed most quickly. Consistent with a dimensional view of language abilities, these findings point to similarities in patterns of language acquisition in typically developing children and those with ASD. Overall, our results emphasize the value of examining individual differences in real-time language comprehension in this population. We propose that the looking-while-listening paradigm is a sensitive and valuable methodological tool that can be applied across many areas of autism research. En ligne : http://dx.doi.org/10.1002/aur.1304 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 Lexical and Grammatical Skills in Toddlers on the Autism Spectrum Compared to Late Talking Toddlers / Susan Ellis WEISMER in Journal of Autism and Developmental Disorders, 41-8 (August 2011)
[article]
Titre : Lexical and Grammatical Skills in Toddlers on the Autism Spectrum Compared to Late Talking Toddlers Type de document : Texte imprimé et/ou numérique Auteurs : Susan Ellis WEISMER, Auteur ; Morton Ann GERNSBACHER, Auteur ; Sheri T. STRONACH, Auteur ; Courtney KARASINSKI, Auteur ; Elizabeth R. EERNISSE, Auteur ; Courtney E. VENKER, Auteur ; Heidi SINDBERG, Auteur Année de publication : 2011 Article en page(s) : p.1065-1075 Langues : Anglais (eng) Mots-clés : Autism Language Late talkers Vocabulary Semantic categories Grammar Psychological state terms Index. décimale : PER Périodiques Résumé : This study compared language development in 30-month-old toddlers on the autism spectrum and 25-month-old late talking toddlers without autism. Groups were matched on overall productive vocabulary (and nonverbal cognition was controlled) in order to compare language acquisition patterns related to vocabulary composition and early lexical–grammatical relationships. Findings revealed that semantic categories of words—including psychological state terms—used by toddlers on the autism spectrum were very similar to those of late talkers. Both groups were equivalent with respect to grammatical complexity and proportion of toddlers combining words, though late talkers displayed a relatively stronger association between lexical–grammatical abilities. These tentative findings are consistent with a dimensional account of early, core linguistic abilities across different populations of children with language delay. En ligne : http://dx.doi.org/10.1007/s10803-010-1134-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=132
in Journal of Autism and Developmental Disorders > 41-8 (August 2011) . - p.1065-1075[article] Lexical and Grammatical Skills in Toddlers on the Autism Spectrum Compared to Late Talking Toddlers [Texte imprimé et/ou numérique] / Susan Ellis WEISMER, Auteur ; Morton Ann GERNSBACHER, Auteur ; Sheri T. STRONACH, Auteur ; Courtney KARASINSKI, Auteur ; Elizabeth R. EERNISSE, Auteur ; Courtney E. VENKER, Auteur ; Heidi SINDBERG, Auteur . - 2011 . - p.1065-1075.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 41-8 (August 2011) . - p.1065-1075
Mots-clés : Autism Language Late talkers Vocabulary Semantic categories Grammar Psychological state terms Index. décimale : PER Périodiques Résumé : This study compared language development in 30-month-old toddlers on the autism spectrum and 25-month-old late talking toddlers without autism. Groups were matched on overall productive vocabulary (and nonverbal cognition was controlled) in order to compare language acquisition patterns related to vocabulary composition and early lexical–grammatical relationships. Findings revealed that semantic categories of words—including psychological state terms—used by toddlers on the autism spectrum were very similar to those of late talkers. Both groups were equivalent with respect to grammatical complexity and proportion of toddlers combining words, though late talkers displayed a relatively stronger association between lexical–grammatical abilities. These tentative findings are consistent with a dimensional account of early, core linguistic abilities across different populations of children with language delay. En ligne : http://dx.doi.org/10.1007/s10803-010-1134-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=132