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When do Children with Autism Spectrum Disorder Take Common Ground into Account During Communication? / L. MALKIN in Autism Research, 11-10 (October 2018)
[article]
Titre : When do Children with Autism Spectrum Disorder Take Common Ground into Account During Communication? Type de document : Texte imprimé et/ou numérique Auteurs : L. MALKIN, Auteur ; Kirsten ABBOT-SMITH, Auteur ; D. WILLIAMS, Auteur ; J. AYLING, Auteur Article en page(s) : p.1366-1375 Langues : Anglais (eng) Mots-clés : autism children common ground comprehension production reference verbal social communication Index. décimale : PER Périodiques Résumé : One feature of autism spectrum disorder (ASD) is a deficit in verbal reference production, that is, providing an appropriate amount of verbal information for the listener to refer to things, people, and events. However, very few studies have manipulated whether individuals with ASD can take a speaker's perspective to interpret verbal reference. A critical limitation of all interpretation studies is that comprehension of another's verbal reference required the participant to represent only the other's visual perspective. Yet, many everyday interpretations of verbal reference require knowledge of social perspective (i.e., a consideration of which experiences one has shared with which interlocutor). We investigated whether 22 5;0-7;11-year-old children with ASD and 22 well-matched typically developing (TD) children used social perspective to comprehend (Study 1) and produce (Study 2) verbal reference. Social perspective-taking was manipulated by having children collaboratively complete activities with one of two interlocutors such that for a given activity, one interlocutor was Knowledgeable and one was Naive. Study 1 found no between-group differences for the interpretation of ambiguous references based on social perspective. In Study 2, when producing referring terms, the ASD group made modifications based on listener needs, but this effect was significantly stronger in the TD group. Overall, the findings suggest that high-functioning children with ASD know with which interlocutor they have previously shared a given experience and can take this information into account to steer verbal reference. Nonetheless, they show clear performance limitations in this regard relative to well-matched controls. Autism Res 2018, 11: 1366-1375. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: No one had studied if young children with autism spectrum disorder (ASD) could take into account previous collaboration with particular conversation partners to drive how well they communicate with others. In both their language understanding and spoken language, we found that five to 7-year-olds with ASD were able to consider what they had previously shared with the conversation partner. However, they were impaired when compared to typically developing children in the degree to which they tailored their spoken language for a specific listener. En ligne : http://dx.doi.org/10.1002/aur.2007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369
in Autism Research > 11-10 (October 2018) . - p.1366-1375[article] When do Children with Autism Spectrum Disorder Take Common Ground into Account During Communication? [Texte imprimé et/ou numérique] / L. MALKIN, Auteur ; Kirsten ABBOT-SMITH, Auteur ; D. WILLIAMS, Auteur ; J. AYLING, Auteur . - p.1366-1375.
Langues : Anglais (eng)
in Autism Research > 11-10 (October 2018) . - p.1366-1375
Mots-clés : autism children common ground comprehension production reference verbal social communication Index. décimale : PER Périodiques Résumé : One feature of autism spectrum disorder (ASD) is a deficit in verbal reference production, that is, providing an appropriate amount of verbal information for the listener to refer to things, people, and events. However, very few studies have manipulated whether individuals with ASD can take a speaker's perspective to interpret verbal reference. A critical limitation of all interpretation studies is that comprehension of another's verbal reference required the participant to represent only the other's visual perspective. Yet, many everyday interpretations of verbal reference require knowledge of social perspective (i.e., a consideration of which experiences one has shared with which interlocutor). We investigated whether 22 5;0-7;11-year-old children with ASD and 22 well-matched typically developing (TD) children used social perspective to comprehend (Study 1) and produce (Study 2) verbal reference. Social perspective-taking was manipulated by having children collaboratively complete activities with one of two interlocutors such that for a given activity, one interlocutor was Knowledgeable and one was Naive. Study 1 found no between-group differences for the interpretation of ambiguous references based on social perspective. In Study 2, when producing referring terms, the ASD group made modifications based on listener needs, but this effect was significantly stronger in the TD group. Overall, the findings suggest that high-functioning children with ASD know with which interlocutor they have previously shared a given experience and can take this information into account to steer verbal reference. Nonetheless, they show clear performance limitations in this regard relative to well-matched controls. Autism Res 2018, 11: 1366-1375. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: No one had studied if young children with autism spectrum disorder (ASD) could take into account previous collaboration with particular conversation partners to drive how well they communicate with others. In both their language understanding and spoken language, we found that five to 7-year-olds with ASD were able to consider what they had previously shared with the conversation partner. However, they were impaired when compared to typically developing children in the degree to which they tailored their spoken language for a specific listener. En ligne : http://dx.doi.org/10.1002/aur.2007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 Linguistic markers of autism spectrum conditions in narratives: A comprehensive analysis / Joana ROSSELLÓ ; Teresa Ribalta TORRADES ; Wolfram HINZEN in Autism & Developmental Language Impairments, 8 (January-December 2023)
[article]
Titre : Linguistic markers of autism spectrum conditions in narratives: A comprehensive analysis Type de document : Texte imprimé et/ou numérique Auteurs : Joana ROSSELLÓ, Auteur ; Teresa Ribalta TORRADES, Auteur ; Wolfram HINZEN, Auteur Langues : Anglais (eng) Mots-clés : ADOS narrative reference language grammar Index. décimale : PER Périodiques Résumé : Background & Aims: Narratives are regularly elicited as part of standardized assessments for autism spectrum conditions (ASC) such as the ADOS, but have rarely been utilized as linguistic data in their own right. We here aimed for a specific and comprehensive quantitative linguistic profile of such narratives across nominal, verbal, and clausal domains of grammatical organization, and error patterns. Methods: We manually transcribed and annotated narratives elicited from the ADOS from a sample of bilingual autistic Spanish-Catalan children (n = 18), matched with typically developing controls (n = 18) on vocabulary-based verbal IQ. Results: Results revealed fewer relative clauses and more frequent errors in referential specificity and non-relational content-word choice in ASC. Frequent error types are also discussed qualitatively. Conclusions & Implications: These findings, based on more finegrained linguistically defined variables, help to disentangle previous inconsistencies in the literature, and to better situate language changes in the spectrum of neurocognitive changes in this population. En ligne : https://dx.doi.org/10.1177/23969415231168557 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518
in Autism & Developmental Language Impairments > 8 (January-December 2023)[article] Linguistic markers of autism spectrum conditions in narratives: A comprehensive analysis [Texte imprimé et/ou numérique] / Joana ROSSELLÓ, Auteur ; Teresa Ribalta TORRADES, Auteur ; Wolfram HINZEN, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 8 (January-December 2023)
Mots-clés : ADOS narrative reference language grammar Index. décimale : PER Périodiques Résumé : Background & Aims: Narratives are regularly elicited as part of standardized assessments for autism spectrum conditions (ASC) such as the ADOS, but have rarely been utilized as linguistic data in their own right. We here aimed for a specific and comprehensive quantitative linguistic profile of such narratives across nominal, verbal, and clausal domains of grammatical organization, and error patterns. Methods: We manually transcribed and annotated narratives elicited from the ADOS from a sample of bilingual autistic Spanish-Catalan children (n = 18), matched with typically developing controls (n = 18) on vocabulary-based verbal IQ. Results: Results revealed fewer relative clauses and more frequent errors in referential specificity and non-relational content-word choice in ASC. Frequent error types are also discussed qualitatively. Conclusions & Implications: These findings, based on more finegrained linguistically defined variables, help to disentangle previous inconsistencies in the literature, and to better situate language changes in the spectrum of neurocognitive changes in this population. En ligne : https://dx.doi.org/10.1177/23969415231168557 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=518 Structural and Contextual Cues in Third-Person Pronoun Interpretation by Children with Autism Spectrum Disorder and Their Neurotypical Peers / Marisa NAGANO in Journal of Autism and Developmental Disorders, 51-5 (May 2021)
[article]
Titre : Structural and Contextual Cues in Third-Person Pronoun Interpretation by Children with Autism Spectrum Disorder and Their Neurotypical Peers Type de document : Texte imprimé et/ou numérique Auteurs : Marisa NAGANO, Auteur ; Emily ZANE, Auteur ; Ruth B. GROSSMAN, Auteur Article en page(s) : p.1562-1583 Langues : Anglais (eng) Mots-clés : Autism Eye-tracking Pragmatics Pronoun Reference Weak central coherence Index. décimale : PER Périodiques Résumé : This study investigates the use of structural and discourse contextual cues in the interpretation of third-person pronouns by children and adolescents with autism and their neurotypical peers. Results show that referent-biasing contextual information influences pronominal interpretation and modulates looking patterns in both groups compared to a context-neutral condition. These results go against the predictions of Weak Central Coherence and the notion that pragmatics in general is impaired in ASD, since the ASD group was able to use details in discourse context to influence the pronominal interpretation process. However, although discourse context influenced looking patterns in both groups, the groups nevertheless diverged in the nature of these patterns, suggesting that behavioral differences may emerge in more complicated discourse tasks. En ligne : http://dx.doi.org/10.1007/s10803-020-04645-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445
in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1562-1583[article] Structural and Contextual Cues in Third-Person Pronoun Interpretation by Children with Autism Spectrum Disorder and Their Neurotypical Peers [Texte imprimé et/ou numérique] / Marisa NAGANO, Auteur ; Emily ZANE, Auteur ; Ruth B. GROSSMAN, Auteur . - p.1562-1583.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1562-1583
Mots-clés : Autism Eye-tracking Pragmatics Pronoun Reference Weak central coherence Index. décimale : PER Périodiques Résumé : This study investigates the use of structural and discourse contextual cues in the interpretation of third-person pronouns by children and adolescents with autism and their neurotypical peers. Results show that referent-biasing contextual information influences pronominal interpretation and modulates looking patterns in both groups compared to a context-neutral condition. These results go against the predictions of Weak Central Coherence and the notion that pragmatics in general is impaired in ASD, since the ASD group was able to use details in discourse context to influence the pronominal interpretation process. However, although discourse context influenced looking patterns in both groups, the groups nevertheless diverged in the nature of these patterns, suggesting that behavioral differences may emerge in more complicated discourse tasks. En ligne : http://dx.doi.org/10.1007/s10803-020-04645-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 ‘What’s new for you?’: Interlocutor-specific perspective-taking and language interpretation in autistic and neuro-typical children / Kirsten ABBOT-SMITH in Research in Autism Spectrum Disorders, 70 (February 2020)
[article]
Titre : ‘What’s new for you?’: Interlocutor-specific perspective-taking and language interpretation in autistic and neuro-typical children Type de document : Texte imprimé et/ou numérique Auteurs : Kirsten ABBOT-SMITH, Auteur ; David WILLIAMS, Auteur ; Danielle MATTHEWS, Auteur Article en page(s) : p.101465 Langues : Anglais (eng) Mots-clés : Children Pragmatics Referential communication Perspective-taking Interlocutor Reference Mentalising Affect Index. décimale : PER Périodiques Résumé : Background Studies have found that children with Autism Spectrum Disorder (ASD) are more likely to make errors in appropriately producing referring expressions (‘the dog’ vs. ‘the black dog’) than are controls but comprehend them with equal facility. We tested whether this anomaly arises because comprehension studies have focused on manipulating perspective-taking at a ‘generic speaker’ level. Method We compared 24 autistic eight- to eleven-year-old with 24 well-matched neuro-typical controls. Children interpreted requests (e.g. ‘Can I have that ball?’) in contexts which would be ambiguous (i.e. because the child can see two balls) if perspective-taking were not utilized. In the interlocutor-specific perspective-taking condition, the target was the particular object which was new for the speaker. Children needed to take into account what the speaker had played with before and the fact that they were now expressing excitement about something new. In two control ‘speaker-generic’ conditions we tested children’s ability to take the visual perspective of the speaker (where any speaker who stood behind a particular barrier would have the same perspective). Results The autistic group were significantly less likely to select the target and significantly more likely to request clarification in the ‘interlocutor-specific’ condition. Performance in the ‘interlocutor-generic’ (visual) perspective taking conditions did not differ between groups. Conclusion Autistic children, even those who are not intellectually-impaired, tend to have more difficulty than neuro-typical peers in comprehending referring expressions when this requires understanding that people comment on what is new for them. En ligne : https://doi.org/10.1016/j.rasd.2019.101465 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414
in Research in Autism Spectrum Disorders > 70 (February 2020) . - p.101465[article] ‘What’s new for you?’: Interlocutor-specific perspective-taking and language interpretation in autistic and neuro-typical children [Texte imprimé et/ou numérique] / Kirsten ABBOT-SMITH, Auteur ; David WILLIAMS, Auteur ; Danielle MATTHEWS, Auteur . - p.101465.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 70 (February 2020) . - p.101465
Mots-clés : Children Pragmatics Referential communication Perspective-taking Interlocutor Reference Mentalising Affect Index. décimale : PER Périodiques Résumé : Background Studies have found that children with Autism Spectrum Disorder (ASD) are more likely to make errors in appropriately producing referring expressions (‘the dog’ vs. ‘the black dog’) than are controls but comprehend them with equal facility. We tested whether this anomaly arises because comprehension studies have focused on manipulating perspective-taking at a ‘generic speaker’ level. Method We compared 24 autistic eight- to eleven-year-old with 24 well-matched neuro-typical controls. Children interpreted requests (e.g. ‘Can I have that ball?’) in contexts which would be ambiguous (i.e. because the child can see two balls) if perspective-taking were not utilized. In the interlocutor-specific perspective-taking condition, the target was the particular object which was new for the speaker. Children needed to take into account what the speaker had played with before and the fact that they were now expressing excitement about something new. In two control ‘speaker-generic’ conditions we tested children’s ability to take the visual perspective of the speaker (where any speaker who stood behind a particular barrier would have the same perspective). Results The autistic group were significantly less likely to select the target and significantly more likely to request clarification in the ‘interlocutor-specific’ condition. Performance in the ‘interlocutor-generic’ (visual) perspective taking conditions did not differ between groups. Conclusion Autistic children, even those who are not intellectually-impaired, tend to have more difficulty than neuro-typical peers in comprehending referring expressions when this requires understanding that people comment on what is new for them. En ligne : https://doi.org/10.1016/j.rasd.2019.101465 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414