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How set switching affects the use of context-appropriate language by autistic and neuro-typical children / L. MALKIN in Autism, 25-8 (November 2021)
[article]
Titre : How set switching affects the use of context-appropriate language by autistic and neuro-typical children Type de document : Texte imprimé et/ou numérique Auteurs : L. MALKIN, Auteur ; Kirsten ABBOT-SMITH, Auteur Article en page(s) : p.2418-2422 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder Child Humans Language autism spectrum disorders cognitive flexibility communication and language executive functioning pragmatics school-age children switching verbal reference Index. décimale : PER Périodiques Résumé : The way autistic individuals use language often gives the impression that they are not considering how much information listeners need in a given context. The same child can give too much information in one context (e.g. saying 'the big cup' with only one cup present) and too little information in another context (e.g. entering a room and announcing 'the red one' when the listener has no prior knowledge regarding what this refers to). We asked whether many autistic children particularly struggle to tailor their language appropriately in situations where this means changing how they have previously described something. That is, if a speaker has recently described an object as 'the cup', the need to switch to describing it as 'the big cup' could hinder the speaker's ability to use language in a context-appropriate way. We found that switching descriptions indeed makes it more difficult for children to use language in a context-appropriate way, but that this effect did not play out differently for autistic versus neuro-typical children. Autistic children were, however, less likely to provide a context-appropriate amount of information overall than were neuro-typical peers. The combination of these effects meant that when object re-description was required, autistic children only produced an appropriate description half the time. In contrast, without a requirement to re-describe, autistic children could indeed take listener informational needs into account. Applied professionals should consider whether a requirement to change the way the child has previously said something may hinder a child's ability to communicate effectively. En ligne : http://dx.doi.org/10.1177/13623613211012860 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451
in Autism > 25-8 (November 2021) . - p.2418-2422[article] How set switching affects the use of context-appropriate language by autistic and neuro-typical children [Texte imprimé et/ou numérique] / L. MALKIN, Auteur ; Kirsten ABBOT-SMITH, Auteur . - p.2418-2422.
Langues : Anglais (eng)
in Autism > 25-8 (November 2021) . - p.2418-2422
Mots-clés : Autism Spectrum Disorder Autistic Disorder Child Humans Language autism spectrum disorders cognitive flexibility communication and language executive functioning pragmatics school-age children switching verbal reference Index. décimale : PER Périodiques Résumé : The way autistic individuals use language often gives the impression that they are not considering how much information listeners need in a given context. The same child can give too much information in one context (e.g. saying 'the big cup' with only one cup present) and too little information in another context (e.g. entering a room and announcing 'the red one' when the listener has no prior knowledge regarding what this refers to). We asked whether many autistic children particularly struggle to tailor their language appropriately in situations where this means changing how they have previously described something. That is, if a speaker has recently described an object as 'the cup', the need to switch to describing it as 'the big cup' could hinder the speaker's ability to use language in a context-appropriate way. We found that switching descriptions indeed makes it more difficult for children to use language in a context-appropriate way, but that this effect did not play out differently for autistic versus neuro-typical children. Autistic children were, however, less likely to provide a context-appropriate amount of information overall than were neuro-typical peers. The combination of these effects meant that when object re-description was required, autistic children only produced an appropriate description half the time. In contrast, without a requirement to re-describe, autistic children could indeed take listener informational needs into account. Applied professionals should consider whether a requirement to change the way the child has previously said something may hinder a child's ability to communicate effectively. En ligne : http://dx.doi.org/10.1177/13623613211012860 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 Individuals with Asperger's Disorder Exhibit Difficulty in Switching Attention from a Local Level to a Global Level / Masatoshi KATAGIRI in Journal of Autism and Developmental Disorders, 43-2 (February 2013)
[article]
Titre : Individuals with Asperger's Disorder Exhibit Difficulty in Switching Attention from a Local Level to a Global Level Type de document : Texte imprimé et/ou numérique Auteurs : Masatoshi KATAGIRI, Auteur ; Tetsuko KASAI, Auteur ; Yoko KAMIO, Auteur ; Harumitsu MUROHASHI, Auteur Année de publication : 2013 Article en page(s) : p.395-403 Langues : (Eng) Mots-clés : Asperger's disorder Level-repetition Switching Global Local Index. décimale : PER Périodiques Résumé : The purpose of the present study was to determine whether individuals with Asperger's disorder exhibit difficulty in switching attention from a local level to a global level. Eleven participants with Asperger's disorder and 11 age- and gender-matched healthy controls performed a level-repetition switching task using Navon-type hierarchical stimuli. In both groups, level-repetition was beneficial at both levels. Furthermore, individuals with Asperger's disorder exhibited difficulty in switching attention from a local level to a global level compared to control individuals. These findings suggested that there is a problem with the inhibitory mechanism that influences the output of enhanced local visual processing in Asperger's disorder. En ligne : http://dx.doi.org/10.1007/s10803-012-1578-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=188
in Journal of Autism and Developmental Disorders > 43-2 (February 2013) . - p.395-403[article] Individuals with Asperger's Disorder Exhibit Difficulty in Switching Attention from a Local Level to a Global Level [Texte imprimé et/ou numérique] / Masatoshi KATAGIRI, Auteur ; Tetsuko KASAI, Auteur ; Yoko KAMIO, Auteur ; Harumitsu MUROHASHI, Auteur . - 2013 . - p.395-403.
Langues : (Eng)
in Journal of Autism and Developmental Disorders > 43-2 (February 2013) . - p.395-403
Mots-clés : Asperger's disorder Level-repetition Switching Global Local Index. décimale : PER Périodiques Résumé : The purpose of the present study was to determine whether individuals with Asperger's disorder exhibit difficulty in switching attention from a local level to a global level. Eleven participants with Asperger's disorder and 11 age- and gender-matched healthy controls performed a level-repetition switching task using Navon-type hierarchical stimuli. In both groups, level-repetition was beneficial at both levels. Furthermore, individuals with Asperger's disorder exhibited difficulty in switching attention from a local level to a global level compared to control individuals. These findings suggested that there is a problem with the inhibitory mechanism that influences the output of enhanced local visual processing in Asperger's disorder. En ligne : http://dx.doi.org/10.1007/s10803-012-1578-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=188 Verbal fluency in children with autism spectrum disorders: Clustering and switching strategies / Sander BEGEER in Autism, 18-8 (November 2014)
[article]
Titre : Verbal fluency in children with autism spectrum disorders: Clustering and switching strategies Type de document : Texte imprimé et/ou numérique Auteurs : Sander BEGEER, Auteur ; Marlies WIERDA, Auteur ; Anke M. SCHEEREN, Auteur ; Jan-Pieter TEUNISSE, Auteur ; Hans M. KOOT, Auteur ; Hilde M. GEURTS, Auteur Article en page(s) : p.1014-1018 Langues : Anglais (eng) Mots-clés : autism spectrum disorders clustering cognitive flexibility fluency switching Index. décimale : PER Périodiques Résumé : This study highlights differences in cognitive strategies in children and adolescents with and without autism spectrum disorders (n = 52) on a verbal fluency task (naming as many words as possible (e.g. animals) within 60 s). The ability to form clusters of words (e.g. farm animals like “cow–horse–goat”) or to switch between unrelated words (e.g. “snake” and “cat”) was analyzed using a coding method that more stringently differentiates between these strategies. Results indicated that children and adolescents with autism spectrum disorders switched less frequently, but produced slightly larger clusters than the comparison group, resulting in equal numbers of total words produced. The currently used measures of cognitive flexibility suggest atypical, but possibly equally efficient, fluency styles used by individuals with autism spectrum disorders. En ligne : http://dx.doi.org/10.1177/1362361313500381 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=242
in Autism > 18-8 (November 2014) . - p.1014-1018[article] Verbal fluency in children with autism spectrum disorders: Clustering and switching strategies [Texte imprimé et/ou numérique] / Sander BEGEER, Auteur ; Marlies WIERDA, Auteur ; Anke M. SCHEEREN, Auteur ; Jan-Pieter TEUNISSE, Auteur ; Hans M. KOOT, Auteur ; Hilde M. GEURTS, Auteur . - p.1014-1018.
Langues : Anglais (eng)
in Autism > 18-8 (November 2014) . - p.1014-1018
Mots-clés : autism spectrum disorders clustering cognitive flexibility fluency switching Index. décimale : PER Périodiques Résumé : This study highlights differences in cognitive strategies in children and adolescents with and without autism spectrum disorders (n = 52) on a verbal fluency task (naming as many words as possible (e.g. animals) within 60 s). The ability to form clusters of words (e.g. farm animals like “cow–horse–goat”) or to switch between unrelated words (e.g. “snake” and “cat”) was analyzed using a coding method that more stringently differentiates between these strategies. Results indicated that children and adolescents with autism spectrum disorders switched less frequently, but produced slightly larger clusters than the comparison group, resulting in equal numbers of total words produced. The currently used measures of cognitive flexibility suggest atypical, but possibly equally efficient, fluency styles used by individuals with autism spectrum disorders. En ligne : http://dx.doi.org/10.1177/1362361313500381 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=242