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Relations between language, non-verbal cognition, and conceptualization in non- or minimally verbal individuals with ASD across the lifespan / Dominika SLUŠNÁ in Autism & Developmental Language Impairments, 6 (January-December 2021)
[article]
Titre : Relations between language, non-verbal cognition, and conceptualization in non- or minimally verbal individuals with ASD across the lifespan Type de document : Texte imprimé et/ou numérique Auteurs : Dominika SLUŠNÁ, Auteur ; Andrea RODRÍGUEZ, Auteur ; Berta SALVADÓ, Auteur ; Agustín VICENTE, Auteur ; Wolfram HINZEN, Auteur Article en page(s) : 23969415211053264 Langues : Anglais (eng) Mots-clés : Non- or minimally verbal autism language nonverbal cognition adults Index. décimale : PER Périodiques Résumé : Background & aimsIndividuals with non- or minimally verbal autism (nvASD) are primarily characterized by a severe speech production deficit, with speech limited to no or only a few words by school age. Significant unclarity remains over variability in language profiles across the lifespan, the nature of the language impairment seen, and (dis-) associations between linguistic and nonverbal cognitive measures.MethodsTo address these questions, we recruited both a school-age and an adult group with nvASD (total N?=?49) and investigated relations between expressive and receptive language, and between these and nonverbal intelligence quotient (NVIQ) and sense-making capacities (the ComFor test).ResultsResults revealed limited variation across this sample in receptive language, which in turn predicted expressive language levels. Importantly, an upward trend in verbal mental age (VMA) across increasing chronological age was seen in the youngsters (only). A radical dissociation between NVIQ and both expressive and receptive language transpired as well, and a subset of individuals with normal NVIQ were comparable in terms of any other cognitive aspect. Sense-making reached symbolic levels in 62.2% of the sample and loaded on both verbal and nonverbal factors.ConclusionsThese patterns inform theories of nvASD by revealing an impairment that is not conceptualizable as one of expressive language only, sharply limits learning opportunities across the lifespan, and cannot be compensated for by nonverbal cognition.ImplicationsThese findings stress the need to seize developmental opportunities that may disappear when youngsters turn into adults, via therapies that specifically target language as a central cognitive system comprising both production and comprehension. En ligne : http://dx.doi.org/10.1177/23969415211053264 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459
in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 23969415211053264[article] Relations between language, non-verbal cognition, and conceptualization in non- or minimally verbal individuals with ASD across the lifespan [Texte imprimé et/ou numérique] / Dominika SLUŠNÁ, Auteur ; Andrea RODRÍGUEZ, Auteur ; Berta SALVADÓ, Auteur ; Agustín VICENTE, Auteur ; Wolfram HINZEN, Auteur . - 23969415211053264.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 23969415211053264
Mots-clés : Non- or minimally verbal autism language nonverbal cognition adults Index. décimale : PER Périodiques Résumé : Background & aimsIndividuals with non- or minimally verbal autism (nvASD) are primarily characterized by a severe speech production deficit, with speech limited to no or only a few words by school age. Significant unclarity remains over variability in language profiles across the lifespan, the nature of the language impairment seen, and (dis-) associations between linguistic and nonverbal cognitive measures.MethodsTo address these questions, we recruited both a school-age and an adult group with nvASD (total N?=?49) and investigated relations between expressive and receptive language, and between these and nonverbal intelligence quotient (NVIQ) and sense-making capacities (the ComFor test).ResultsResults revealed limited variation across this sample in receptive language, which in turn predicted expressive language levels. Importantly, an upward trend in verbal mental age (VMA) across increasing chronological age was seen in the youngsters (only). A radical dissociation between NVIQ and both expressive and receptive language transpired as well, and a subset of individuals with normal NVIQ were comparable in terms of any other cognitive aspect. Sense-making reached symbolic levels in 62.2% of the sample and loaded on both verbal and nonverbal factors.ConclusionsThese patterns inform theories of nvASD by revealing an impairment that is not conceptualizable as one of expressive language only, sharply limits learning opportunities across the lifespan, and cannot be compensated for by nonverbal cognition.ImplicationsThese findings stress the need to seize developmental opportunities that may disappear when youngsters turn into adults, via therapies that specifically target language as a central cognitive system comprising both production and comprehension. En ligne : http://dx.doi.org/10.1177/23969415211053264 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 Early predictors of language skills at 3?years of age vary based on diagnostic outcome: A baby siblings research consortium study / Meredith PECUKONIS in Autism Research, 15-7 (July 2022)
[article]
Titre : Early predictors of language skills at 3?years of age vary based on diagnostic outcome: A baby siblings research consortium study Type de document : Texte imprimé et/ou numérique Auteurs : Meredith PECUKONIS, Auteur ; Gregory S. YOUNG, Auteur ; Jessica BRIAN, Auteur ; Tony CHARMAN, Auteur ; Katarzyna CHAWARSKA, Auteur ; Mayada ELSABBAGH, Auteur ; Jana M. IVERSON, Auteur ; Shafali JESTE, Auteur ; Rebecca LANDA, Auteur ; Daniel S. MESSINGER, Auteur ; A. J. SCHWICHTENBERG, Auteur ; Sara Jane WEBB, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Helen TAGER-FLUSBERG, Auteur Article en page(s) : p.1324-1335 Langues : Anglais (eng) Mots-clés : gesture infant sibling language maternal education motor nonverbal cognition Index. décimale : PER Périodiques Résumé : While previous work has identified the early predictors of language skills in infants at elevated familial risk (ER) and low familial risk (LR) for autism spectrum disorder (ASD), no studies to date have explored whether these predictors vary based on diagnostic outcome of ASD or no ASD. The present study used a large, multisite dataset to examine associations between a set of commonly studied predictor variables (infant gesture abilities, fine motor skills, nonverbal cognition, and maternal education level), measured at 12?months, and language skills, measured at 3?years, across three diagnostic outcome groups-infants with ASD ("ASD"), ER infants without ASD ("ER-no ASD"), and LR infants without ASD ("LR-no ASD"). Findings revealed that the predictors of language skills differed across groups, as gesture abilities were positively associated with language skills in the ER-no ASD group but negatively associated with language skills in the ASD group. Furthermore, maternal education level was positively associated with language skills in the ASD and LR-no ASD groups only. Variability in these early predictors may help explain why language skills are heterogeneous across the autism spectrum, and, with further study, may help clinicians identify those in need of additional and/or specialized intervention services that support language development. LAY SUMMARY: The present study identified predictors of language skills in infants with and without autism spectrum disorder (ASD). Maternal education level and 12-month gesture abilities predicted 3-year language skills in infants with ASD. Measuring these predictors early in life may help identify infants and families in need of additional and/or specialized intervention services that support language development. En ligne : http://dx.doi.org/10.1002/aur.2760 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477
in Autism Research > 15-7 (July 2022) . - p.1324-1335[article] Early predictors of language skills at 3?years of age vary based on diagnostic outcome: A baby siblings research consortium study [Texte imprimé et/ou numérique] / Meredith PECUKONIS, Auteur ; Gregory S. YOUNG, Auteur ; Jessica BRIAN, Auteur ; Tony CHARMAN, Auteur ; Katarzyna CHAWARSKA, Auteur ; Mayada ELSABBAGH, Auteur ; Jana M. IVERSON, Auteur ; Shafali JESTE, Auteur ; Rebecca LANDA, Auteur ; Daniel S. MESSINGER, Auteur ; A. J. SCHWICHTENBERG, Auteur ; Sara Jane WEBB, Auteur ; Lonnie ZWAIGENBAUM, Auteur ; Helen TAGER-FLUSBERG, Auteur . - p.1324-1335.
Langues : Anglais (eng)
in Autism Research > 15-7 (July 2022) . - p.1324-1335
Mots-clés : gesture infant sibling language maternal education motor nonverbal cognition Index. décimale : PER Périodiques Résumé : While previous work has identified the early predictors of language skills in infants at elevated familial risk (ER) and low familial risk (LR) for autism spectrum disorder (ASD), no studies to date have explored whether these predictors vary based on diagnostic outcome of ASD or no ASD. The present study used a large, multisite dataset to examine associations between a set of commonly studied predictor variables (infant gesture abilities, fine motor skills, nonverbal cognition, and maternal education level), measured at 12?months, and language skills, measured at 3?years, across three diagnostic outcome groups-infants with ASD ("ASD"), ER infants without ASD ("ER-no ASD"), and LR infants without ASD ("LR-no ASD"). Findings revealed that the predictors of language skills differed across groups, as gesture abilities were positively associated with language skills in the ER-no ASD group but negatively associated with language skills in the ASD group. Furthermore, maternal education level was positively associated with language skills in the ASD and LR-no ASD groups only. Variability in these early predictors may help explain why language skills are heterogeneous across the autism spectrum, and, with further study, may help clinicians identify those in need of additional and/or specialized intervention services that support language development. LAY SUMMARY: The present study identified predictors of language skills in infants with and without autism spectrum disorder (ASD). Maternal education level and 12-month gesture abilities predicted 3-year language skills in infants with ASD. Measuring these predictors early in life may help identify infants and families in need of additional and/or specialized intervention services that support language development. En ligne : http://dx.doi.org/10.1002/aur.2760 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 Autism Symptomatology in Boys with Fragile X Syndrome: A Cross Sectional Developmental Trajectories Comparison with Nonsyndromic Autism Spectrum Disorder / Angela John THURMAN in Journal of Autism and Developmental Disorders, 45-9 (September 2015)
[article]
Titre : Autism Symptomatology in Boys with Fragile X Syndrome: A Cross Sectional Developmental Trajectories Comparison with Nonsyndromic Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Angela John THURMAN, Auteur ; Andrea MCDUFFIE, Auteur ; Sara T. KOVER, Auteur ; Randi J. HAGERMAN, Auteur ; Leonard ABBEDUTO, Auteur Article en page(s) : p.2816-2832 Langues : Anglais (eng) Mots-clés : Fragile X syndrome Autism spectrum disorder Behavioral phenotype Nonverbal cognition Expressive vocabulary Developmental trajectory Index. décimale : PER Périodiques Résumé : Although males with fragile X syndrome (FXS) are frequently described as demonstrating autism symptomatology, there is much debate regarding whether the behavioral symptoms representing the core domains of autism are the result of the same or different underlying neurological/psychological mechanisms. The present study used a cross-sectional developmental trajectories approach to compare the profiles of autism symptomatology relative to chronological age (CA), nonverbal IQ, and expressive vocabulary ability between individuals with FXS and individuals with nonsyndromic ASD. Results suggest that the onset of autism symptoms and their developmental trajectories in males with FXS differ in important ways as a function of CA, nonverbal cognitive ability, and expressive vocabulary relative to males with nonsyndromic ASD. Theoretical and clinical implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-015-2443-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267
in Journal of Autism and Developmental Disorders > 45-9 (September 2015) . - p.2816-2832[article] Autism Symptomatology in Boys with Fragile X Syndrome: A Cross Sectional Developmental Trajectories Comparison with Nonsyndromic Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Angela John THURMAN, Auteur ; Andrea MCDUFFIE, Auteur ; Sara T. KOVER, Auteur ; Randi J. HAGERMAN, Auteur ; Leonard ABBEDUTO, Auteur . - p.2816-2832.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-9 (September 2015) . - p.2816-2832
Mots-clés : Fragile X syndrome Autism spectrum disorder Behavioral phenotype Nonverbal cognition Expressive vocabulary Developmental trajectory Index. décimale : PER Périodiques Résumé : Although males with fragile X syndrome (FXS) are frequently described as demonstrating autism symptomatology, there is much debate regarding whether the behavioral symptoms representing the core domains of autism are the result of the same or different underlying neurological/psychological mechanisms. The present study used a cross-sectional developmental trajectories approach to compare the profiles of autism symptomatology relative to chronological age (CA), nonverbal IQ, and expressive vocabulary ability between individuals with FXS and individuals with nonsyndromic ASD. Results suggest that the onset of autism symptoms and their developmental trajectories in males with FXS differ in important ways as a function of CA, nonverbal cognitive ability, and expressive vocabulary relative to males with nonsyndromic ASD. Theoretical and clinical implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-015-2443-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267 Reciprocal relationships between lexical and syntactic skills of children with Developmental Language Disorder and the role of executive functions / Elma BLOM in Autism & Developmental Language Impairments, 4 (January-December 2019)
[article]
Titre : Reciprocal relationships between lexical and syntactic skills of children with Developmental Language Disorder and the role of executive functions Type de document : Texte imprimé et/ou numérique Auteurs : Elma BLOM, Auteur ; Tessel BOERMA, Auteur Langues : Anglais (eng) Mots-clés : Bidirectional bootstrapping lexicon-grammar relations nonverbal cognition language impairment cross-lagged analyses Index. décimale : PER Périodiques Résumé : Background and aimsRecent research indicates that children with Developmental Language Disorder (DLD) often also score lower than their peers with typical development (TD) on tasks testing nonverbal executive functioning (EF). This study investigated whether there is evidence that children with DLD use linguistic and EF resources to support their lexical and syntactic development. Three questions were addressed: (1) How do children with DLD develop in the domains of lexicon and syntax, and how does their development compare to TD controls? (2) To what extent do children with DLD show reciprocal relations between lexical and syntactic skills, and how does this compare to TD controls? (3) Is EF ability related to DLD children?s lexical and syntactic skills, and how does this compare to TD controls?MethodsData from 117 children (NDLD=78; NTD=39) were collected three times with yearly intervals. At time 1, the children were 5 or 6 years old. Standardized receptive vocabulary and sentence repetition tests measured lexicon and syntax, respectively. Nonverbal EF tasks tested selective attention, interference control and working memory. Cross-lagged analyses were conducted to determine the direction of relationships.ResultsBoth groups showed stable lexical and syntactic growth. In children with DLD, but not in TD controls, syntactic skills predicted lexical skills. In the DLD group, EF predicted lexical skills. Reversely, in the TD group, lexical skills predicted EF.ConclusionsThe results of this study are consistent with the hypothesis that the lexical development of children with DLD is supported by both their verbal abilities in the domain of syntax and their nonverbal EF abilities.ImplicationsInterventions that improve the syntactic and EF abilities of children with DLD may have spreading effects and positively impact on word learning by children with DLD. En ligne : https://doi.org/10.1177/2396941519863984 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409
in Autism & Developmental Language Impairments > 4 (January-December 2019)[article] Reciprocal relationships between lexical and syntactic skills of children with Developmental Language Disorder and the role of executive functions [Texte imprimé et/ou numérique] / Elma BLOM, Auteur ; Tessel BOERMA, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 4 (January-December 2019)
Mots-clés : Bidirectional bootstrapping lexicon-grammar relations nonverbal cognition language impairment cross-lagged analyses Index. décimale : PER Périodiques Résumé : Background and aimsRecent research indicates that children with Developmental Language Disorder (DLD) often also score lower than their peers with typical development (TD) on tasks testing nonverbal executive functioning (EF). This study investigated whether there is evidence that children with DLD use linguistic and EF resources to support their lexical and syntactic development. Three questions were addressed: (1) How do children with DLD develop in the domains of lexicon and syntax, and how does their development compare to TD controls? (2) To what extent do children with DLD show reciprocal relations between lexical and syntactic skills, and how does this compare to TD controls? (3) Is EF ability related to DLD children?s lexical and syntactic skills, and how does this compare to TD controls?MethodsData from 117 children (NDLD=78; NTD=39) were collected three times with yearly intervals. At time 1, the children were 5 or 6 years old. Standardized receptive vocabulary and sentence repetition tests measured lexicon and syntax, respectively. Nonverbal EF tasks tested selective attention, interference control and working memory. Cross-lagged analyses were conducted to determine the direction of relationships.ResultsBoth groups showed stable lexical and syntactic growth. In children with DLD, but not in TD controls, syntactic skills predicted lexical skills. In the DLD group, EF predicted lexical skills. Reversely, in the TD group, lexical skills predicted EF.ConclusionsThe results of this study are consistent with the hypothesis that the lexical development of children with DLD is supported by both their verbal abilities in the domain of syntax and their nonverbal EF abilities.ImplicationsInterventions that improve the syntactic and EF abilities of children with DLD may have spreading effects and positively impact on word learning by children with DLD. En ligne : https://doi.org/10.1177/2396941519863984 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409