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Auteur Ji-Shui ZHANG |
Documents disponibles écrits par cet auteur (1)
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Interpretation of wh-words in Mandarin-speaking high-functioning children with autism spectrum disorders / Yi SU in Research in Autism Spectrum Disorders, 8-10 (October 2014)
[article]
Titre : Interpretation of wh-words in Mandarin-speaking high-functioning children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Yi SU, Auteur ; Yu JIN, Auteur ; Guo-Bin WAN, Auteur ; Ji-Shui ZHANG, Auteur ; Lin-Yan SU, Auteur Article en page(s) : p.1364-1372 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Language acquisition Wh-words Prosody Semantics Mandarin Chinese Index. décimale : PER Périodiques Résumé : Mandarin wh-words shenme ‘what’ and shei ‘who’ can convey both question readings and statement readings, a distinction of which is subject to intonation cues (rising intonation vs. level intonation) in ambiguous sentences, or is influenced by semantic contexts in unambiguous sentences. In this study, we investigated the interpretation of wh-words in 4–15-year-old Mandarin-speaking high-functioning children with autism spectrum disorders (ASD), as a comparison to typically developing (TD) children. The results showed that older children with ASD demonstrated unimpaired knowledge of the access to both readings, either by using intonation cues in ambiguous sentences or via semantic contexts in unambiguous sentences. However, compared to TD controls and older children with ASD, younger children with ASD appeared to have more difficulties with accessing the statement readings of these wh-words, though they had no problems with the question readings. To sum up, the experimental findings demonstrated children with ASD's relative strengths in understanding these linguistic properties specific to the interpretation of the Mandarin wh-words, though a complete capture of this knowledge is subject to a developmental effect. We discussed the results from the perspective the contribution the language faculty makes to language acquisition in children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239
in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1364-1372[article] Interpretation of wh-words in Mandarin-speaking high-functioning children with autism spectrum disorders [Texte imprimé et/ou numérique] / Yi SU, Auteur ; Yu JIN, Auteur ; Guo-Bin WAN, Auteur ; Ji-Shui ZHANG, Auteur ; Lin-Yan SU, Auteur . - p.1364-1372.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1364-1372
Mots-clés : Autism spectrum disorders Language acquisition Wh-words Prosody Semantics Mandarin Chinese Index. décimale : PER Périodiques Résumé : Mandarin wh-words shenme ‘what’ and shei ‘who’ can convey both question readings and statement readings, a distinction of which is subject to intonation cues (rising intonation vs. level intonation) in ambiguous sentences, or is influenced by semantic contexts in unambiguous sentences. In this study, we investigated the interpretation of wh-words in 4–15-year-old Mandarin-speaking high-functioning children with autism spectrum disorders (ASD), as a comparison to typically developing (TD) children. The results showed that older children with ASD demonstrated unimpaired knowledge of the access to both readings, either by using intonation cues in ambiguous sentences or via semantic contexts in unambiguous sentences. However, compared to TD controls and older children with ASD, younger children with ASD appeared to have more difficulties with accessing the statement readings of these wh-words, though they had no problems with the question readings. To sum up, the experimental findings demonstrated children with ASD's relative strengths in understanding these linguistic properties specific to the interpretation of the Mandarin wh-words, though a complete capture of this knowledge is subject to a developmental effect. We discussed the results from the perspective the contribution the language faculty makes to language acquisition in children with ASD. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239