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A Meta-Analysis of the Reading Comprehension Skills of Individuals on the Autism Spectrum / Heather M. BROWN in Journal of Autism and Developmental Disorders, 43-4 (April 2013)
[article]
Titre : A Meta-Analysis of the Reading Comprehension Skills of Individuals on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Heather M. BROWN, Auteur ; Janis ORAM CARDY, Auteur ; Andrew M. JOHNSON, Auteur Article en page(s) : p.932-955 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Reading comprehension Decoding Semantic knowledge Meta-analysis Index. décimale : PER Périodiques Résumé : This meta-analysis examined 36 studies comparing autism spectrum disorder (ASD) and control groups in reading comprehension. Three moderators (semantic knowledge, decoding skill, PIQ) and two text types (high vs. low social knowledge) were examined as predictors of reading comprehension in ASD. The overall standardized mean difference for reading comprehension was g = ?0.7 SD. The strongest individual predictors of reading comprehension were semantic knowledge (explaining 57 % of variance) and decoding skill (explaining 55 % of variance). Individuals with ASD were significantly worse at comprehending highly social than less social texts. Having ASD alone does not predict reading comprehension deficits. Instead, individual skills, especially language ability, must be considered before one can accurately predict whether a given individual with ASD will experience difficulties in reading comprehension. En ligne : http://dx.doi.org/10.1007/s10803-012-1638-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=194
in Journal of Autism and Developmental Disorders > 43-4 (April 2013) . - p.932-955[article] A Meta-Analysis of the Reading Comprehension Skills of Individuals on the Autism Spectrum [Texte imprimé et/ou numérique] / Heather M. BROWN, Auteur ; Janis ORAM CARDY, Auteur ; Andrew M. JOHNSON, Auteur . - p.932-955.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-4 (April 2013) . - p.932-955
Mots-clés : Autism spectrum disorders Reading comprehension Decoding Semantic knowledge Meta-analysis Index. décimale : PER Périodiques Résumé : This meta-analysis examined 36 studies comparing autism spectrum disorder (ASD) and control groups in reading comprehension. Three moderators (semantic knowledge, decoding skill, PIQ) and two text types (high vs. low social knowledge) were examined as predictors of reading comprehension in ASD. The overall standardized mean difference for reading comprehension was g = ?0.7 SD. The strongest individual predictors of reading comprehension were semantic knowledge (explaining 57 % of variance) and decoding skill (explaining 55 % of variance). Individuals with ASD were significantly worse at comprehending highly social than less social texts. Having ASD alone does not predict reading comprehension deficits. Instead, individual skills, especially language ability, must be considered before one can accurately predict whether a given individual with ASD will experience difficulties in reading comprehension. En ligne : http://dx.doi.org/10.1007/s10803-012-1638-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=194 Metaphor and metonymy comprehension in Chinese-speaking children with high-functioning autism / Qin ZHENG in Research in Autism Spectrum Disorders, 10 (February 2015)
[article]
Titre : Metaphor and metonymy comprehension in Chinese-speaking children with high-functioning autism Type de document : Texte imprimé et/ou numérique Auteurs : Qin ZHENG, Auteur ; Zhongheng JIA, Auteur ; Dandan LIANG, Auteur Article en page(s) : p.51-58 Langues : Anglais (eng) Mots-clés : Chinese children with high-functioning autism Metaphor comprehension Metonymy comprehension Semantic knowledge Index. décimale : PER Périodiques Résumé : This study investigated the role of semantic knowledge in metaphor and metonymy comprehension in Chinese-speaking children with high-functioning autism (HFA). In the contexts of simple short stories, the authors studied autistic children's comprehension of metaphors in the fashion of “X is Y” and metonyms in the fashion of “X metonymically refers to Y”. Furthermore, the authors examined the semantic role of receptive vocabulary in metaphor and metonymy comprehension in autistic children, and compared it to that in typically developing (TD) children matched to chronological age, verbal IQ, performance IQ and total IQ. It was found that Chinese children with HFA exhibited lower competence in metonymy comprehension than in metaphor comprehension; semantic knowledge was correlated with the comprehension of metaphor rather than that of metonymy; Chinese children with HFA were capable to retrieve similarities between the two terms of the metaphor and construct conventional match relations, but not so capable as the TD peers; the static knowledge of the receptive vocabulary of autistic children cannot fully and effectively predict their performance on metaphor tasks, presumably because they represent semantic knowledge and process information in a manner distinct from TD children. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260
in Research in Autism Spectrum Disorders > 10 (February 2015) . - p.51-58[article] Metaphor and metonymy comprehension in Chinese-speaking children with high-functioning autism [Texte imprimé et/ou numérique] / Qin ZHENG, Auteur ; Zhongheng JIA, Auteur ; Dandan LIANG, Auteur . - p.51-58.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 10 (February 2015) . - p.51-58
Mots-clés : Chinese children with high-functioning autism Metaphor comprehension Metonymy comprehension Semantic knowledge Index. décimale : PER Périodiques Résumé : This study investigated the role of semantic knowledge in metaphor and metonymy comprehension in Chinese-speaking children with high-functioning autism (HFA). In the contexts of simple short stories, the authors studied autistic children's comprehension of metaphors in the fashion of “X is Y” and metonyms in the fashion of “X metonymically refers to Y”. Furthermore, the authors examined the semantic role of receptive vocabulary in metaphor and metonymy comprehension in autistic children, and compared it to that in typically developing (TD) children matched to chronological age, verbal IQ, performance IQ and total IQ. It was found that Chinese children with HFA exhibited lower competence in metonymy comprehension than in metaphor comprehension; semantic knowledge was correlated with the comprehension of metaphor rather than that of metonymy; Chinese children with HFA were capable to retrieve similarities between the two terms of the metaphor and construct conventional match relations, but not so capable as the TD peers; the static knowledge of the receptive vocabulary of autistic children cannot fully and effectively predict their performance on metaphor tasks, presumably because they represent semantic knowledge and process information in a manner distinct from TD children. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.11.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 Neural correlates of association strength and categorical relatedness in youths with autism spectrum disorder / C. H. WONG in Autism Research, 12-10 (October 2019)
[article]
Titre : Neural correlates of association strength and categorical relatedness in youths with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : C. H. WONG, Auteur ; S. S. GAU, Auteur ; Tai-Li CHOU, Auteur Article en page(s) : p.1484-1494 Langues : Anglais (eng) Mots-clés : association strength autism spectrum disorders categorical relatedness fMRI semantic knowledge Index. décimale : PER Périodiques Résumé : Impaired language and communication are commonly observed in youths with autism spectrum disorders (ASDs). However, the organization of semantic knowledge in youths with ASD remains unclear compared to typically developing (TD) youths. The present study addresses this issue by using functional magnetic resonance imaging (fMRI) to examine the distinction between association strength and categorical relatedness of semantic knowledge. A sample of 31 male youths with ASD (mean age = 12.1 years, SD = 1.2) and 38 TD youths (mean age = 11.9 years, SD = 1.0) was recruited with matched age, gender, and handedness. Participants decided if two visually presented Chinese characters were semantically related during fMRI scanning. For weaker association strength, the ASD group showed greater left cuneus activation, which was positively correlated with the picture completion for visual perception, whereas the TD group showed greater middle temporal gyrus and inferior frontal gyrus activation. For higher categorical relatedness, the TD group showed greater activation than the ASD group in the occipitotemporal cortex and left precuneus, which was positively correlated with the similarities for concept formulation. Findings imply that the ASD group may use lower-level visual information for both association strength and categorical relatedness. The TD group showed higher-level controlled processes of more elaborate semantic representations for association strength and more elaborate features of categorical knowledge for semantic selection and integration. Autism Res 2019, 12: 1484-1494. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Individuals with autism spectrum disorder (ASD) often present language/communication impairments. Exploring the difference of semantic processing between youths with ASD and typically developing (TD) youths is crucial for understanding the organization of semantic knowledge. We found different neural substrates of semantic knowledge between these two groups. ASD youths may rely more on lower-level visual information during semantic judgments, whereas TD youths showed higher-level controlled processes of more elaborate semantic representations for selection and integration of words, phrases, and sentences. En ligne : http://dx.doi.org/10.1002/aur.2184 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408
in Autism Research > 12-10 (October 2019) . - p.1484-1494[article] Neural correlates of association strength and categorical relatedness in youths with autism spectrum disorder [Texte imprimé et/ou numérique] / C. H. WONG, Auteur ; S. S. GAU, Auteur ; Tai-Li CHOU, Auteur . - p.1484-1494.
Langues : Anglais (eng)
in Autism Research > 12-10 (October 2019) . - p.1484-1494
Mots-clés : association strength autism spectrum disorders categorical relatedness fMRI semantic knowledge Index. décimale : PER Périodiques Résumé : Impaired language and communication are commonly observed in youths with autism spectrum disorders (ASDs). However, the organization of semantic knowledge in youths with ASD remains unclear compared to typically developing (TD) youths. The present study addresses this issue by using functional magnetic resonance imaging (fMRI) to examine the distinction between association strength and categorical relatedness of semantic knowledge. A sample of 31 male youths with ASD (mean age = 12.1 years, SD = 1.2) and 38 TD youths (mean age = 11.9 years, SD = 1.0) was recruited with matched age, gender, and handedness. Participants decided if two visually presented Chinese characters were semantically related during fMRI scanning. For weaker association strength, the ASD group showed greater left cuneus activation, which was positively correlated with the picture completion for visual perception, whereas the TD group showed greater middle temporal gyrus and inferior frontal gyrus activation. For higher categorical relatedness, the TD group showed greater activation than the ASD group in the occipitotemporal cortex and left precuneus, which was positively correlated with the similarities for concept formulation. Findings imply that the ASD group may use lower-level visual information for both association strength and categorical relatedness. The TD group showed higher-level controlled processes of more elaborate semantic representations for association strength and more elaborate features of categorical knowledge for semantic selection and integration. Autism Res 2019, 12: 1484-1494. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Individuals with autism spectrum disorder (ASD) often present language/communication impairments. Exploring the difference of semantic processing between youths with ASD and typically developing (TD) youths is crucial for understanding the organization of semantic knowledge. We found different neural substrates of semantic knowledge between these two groups. ASD youths may rely more on lower-level visual information during semantic judgments, whereas TD youths showed higher-level controlled processes of more elaborate semantic representations for selection and integration of words, phrases, and sentences. En ligne : http://dx.doi.org/10.1002/aur.2184 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408