Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Résultat de la recherche
1 recherche sur le mot-clé 'Conceptual perspective'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Struggling with alternative descriptions: Impaired referential processing in children with Autism Spectrum Disorder / Ekaterina OSTASHCHENKO in Research in Autism Spectrum Disorders, 66 (October 2019)
[article]
Titre : Struggling with alternative descriptions: Impaired referential processing in children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ekaterina OSTASHCHENKO, Auteur ; Philippine GEELHAND, Auteur ; Gaétane DELIENS, Auteur ; Mikhail KISSINE, Auteur Article en page(s) : p.101414 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Lexical entrainment Conceptual perspective Referential communication Perspective-taking Flexibility Index. décimale : PER Périodiques Résumé : Background Children and adults with Autism Spectrum Disorder (ASD) show a tendency to preferentially rely on those referential descriptions that have previously been used by their conversational partner. However, such a tendency may become maladaptive in a situation of interaction with different partners who may introduce alternative lexical descriptions for the same referent. Methods Six-year-old children with ASD, as well as mental- and verbal-age-matched typically developing (TD) children moved items on a touch-screen following instructions by an experimenter. During the entrainment phase, the experimenter introduced lexical descriptions for all the items. Then, either the original experimenter or a new partner, depending on the condition, used alternative descriptions for some items and kept the same descriptions for others. Accuracy and time to locate items were collected. Results Relative to TD children, children with ASD had more difficulty in recognizing and interpreting referential descriptions when another description has been previously used. Whether a new description was introduced by a new or the original experimenter had no effect in any group. Conclusion Referential processing in ASD is compromised by impaired ability to confront alternative conceptual perspectives. A potential executive source for these difficulties is discussed. En ligne : https://doi.org/10.1016/j.rasd.2019.101414 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404
in Research in Autism Spectrum Disorders > 66 (October 2019) . - p.101414[article] Struggling with alternative descriptions: Impaired referential processing in children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Ekaterina OSTASHCHENKO, Auteur ; Philippine GEELHAND, Auteur ; Gaétane DELIENS, Auteur ; Mikhail KISSINE, Auteur . - p.101414.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 66 (October 2019) . - p.101414
Mots-clés : Autism Spectrum Disorder Lexical entrainment Conceptual perspective Referential communication Perspective-taking Flexibility Index. décimale : PER Périodiques Résumé : Background Children and adults with Autism Spectrum Disorder (ASD) show a tendency to preferentially rely on those referential descriptions that have previously been used by their conversational partner. However, such a tendency may become maladaptive in a situation of interaction with different partners who may introduce alternative lexical descriptions for the same referent. Methods Six-year-old children with ASD, as well as mental- and verbal-age-matched typically developing (TD) children moved items on a touch-screen following instructions by an experimenter. During the entrainment phase, the experimenter introduced lexical descriptions for all the items. Then, either the original experimenter or a new partner, depending on the condition, used alternative descriptions for some items and kept the same descriptions for others. Accuracy and time to locate items were collected. Results Relative to TD children, children with ASD had more difficulty in recognizing and interpreting referential descriptions when another description has been previously used. Whether a new description was introduced by a new or the original experimenter had no effect in any group. Conclusion Referential processing in ASD is compromised by impaired ability to confront alternative conceptual perspectives. A potential executive source for these difficulties is discussed. En ligne : https://doi.org/10.1016/j.rasd.2019.101414 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404