Coconuts and curtain cakes: The production of wh-questions in ASD / Nufar SUKENIK in Autism & Developmental Language Impairments, 6 (January-December 2021)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 6 (January-December 2021) . - 2396941520982953 Titre : Coconuts and curtain cakes: The production of wh-questions in ASD Type de document : Texte imprimé et/ou numérique Auteurs : Nufar SUKENIK, Auteur ; Eléonore MORIN, Auteur ; Naama FRIEDMANN, Auteur ; Philippe PREVOST, Auteur ; Laurice TULLER, Auteur Article en page(s) : 2396941520982953 Langues : Anglais (eng) Mots-clés : Autism  ASD  wh-question  production  syntax  pragmatics Index. décimale : PER Périodiques Résumé : Background and aimsChildren with autism spectrum disorders (ASD) have been found to exhibit difficulties in wh-question production. It is unclear whether these difficulties are pragmatic or syntactic in nature. The current study used a question elicitation task to assess the production of subject and object wh-questions of children with ASD in two different languages (Hebrew and French) wherein the syntactic structure of wh-questions is different, a fact that may contribute to better understanding of the underlying deficits affecting wh-question production. Crucially, beyond the general correct/error rate we also performed an in-depth analysis of error types, comparing syntactic to pragmatic errors and comparing the distribution of errors in the ASD group to that of children with typical development (TD) and children with Developmental Language Disorder (DLD).ResultsCorrect production rates were found to be similar for the ASD and DLD groups, but error analysis revealed important differences between the ASD groups in the two languages and the DLD group. The Hebrew- and French ASD groups were found to produce pragmatic errors, which were not found in children with DLD. The pragmatic errors were similar in the two ASD groups. Syntactic errors were affected by the structure of each language.ConclusionsOur results have shown that although the two ASD groups come from different countries and speak different languages, the correct production rates and more importantly, the error types were very similar in the two ASD groups, and very different compared to TD children and children with DLD.Implications: Our results highlight the importance of creating research tasks that test different linguistic functions independently and strengthen the need for conducting fine-grained error analysis to differentiate between groups and gain insights into the deficits underlying each of them. En ligne : http://dx.doi.org/10.1177/2396941520982953 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 [article] Coconuts and curtain cakes: The production of wh-questions in ASD [Texte imprimé et/ou numérique] / Nufar SUKENIK, Auteur ; Eléonore MORIN, Auteur ; Naama FRIEDMANN, Auteur ; Philippe PREVOST, Auteur ; Laurice TULLER, Auteur . - 2396941520982953. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 2396941520982953 Mots-clés : Autism  ASD  wh-question  production  syntax  pragmatics Index. décimale : PER Périodiques Résumé : Background and aimsChildren with autism spectrum disorders (ASD) have been found to exhibit difficulties in wh-question production. It is unclear whether these difficulties are pragmatic or syntactic in nature. The current study used a question elicitation task to assess the production of subject and object wh-questions of children with ASD in two different languages (Hebrew and French) wherein the syntactic structure of wh-questions is different, a fact that may contribute to better understanding of the underlying deficits affecting wh-question production. Crucially, beyond the general correct/error rate we also performed an in-depth analysis of error types, comparing syntactic to pragmatic errors and comparing the distribution of errors in the ASD group to that of children with typical development (TD) and children with Developmental Language Disorder (DLD).ResultsCorrect production rates were found to be similar for the ASD and DLD groups, but error analysis revealed important differences between the ASD groups in the two languages and the DLD group. The Hebrew- and French ASD groups were found to produce pragmatic errors, which were not found in children with DLD. The pragmatic errors were similar in the two ASD groups. Syntactic errors were affected by the structure of each language.ConclusionsOur results have shown that although the two ASD groups come from different countries and speak different languages, the correct production rates and more importantly, the error types were very similar in the two ASD groups, and very different compared to TD children and children with DLD.Implications: Our results highlight the importance of creating research tasks that test different linguistic functions independently and strengthen the need for conducting fine-grained error analysis to differentiate between groups and gain insights into the deficits underlying each of them. En ligne : http://dx.doi.org/10.1177/2396941520982953 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459

Les déficits syntaxiques dans les Troubles Spécifiques du Langage Syntaxique et autres troubles spécifiques du langage / Naama FRIEDMANN in Bulletin Scientifique de l'arapi (Le), 30 (décembre 2012)

Public ISBD [article]  inBulletin Scientifique de l'arapi (Le) > 30 (décembre 2012) . - p.87-90 Titre : Les déficits syntaxiques dans les Troubles Spécifiques du Langage Syntaxique et autres troubles spécifiques du langage Type de document : Texte imprimé et/ou numérique Auteurs : Naama FRIEDMANN, Auteur Article en page(s) : p.87-90 Langues : Français (fre) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=187 [article] Les déficits syntaxiques dans les Troubles Spécifiques du Langage Syntaxique et autres troubles spécifiques du langage [Texte imprimé et/ou numérique] / Naama FRIEDMANN, Auteur . - p.87-90. Langues : Français (fre) in Bulletin Scientifique de l'arapi (Le) > 30 (décembre 2012) . - p.87-90 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=187

Individual differences in autistic children’s homograph reading: Evidence from Hebrew / Jon BROCK in Autism & Developmental Language Impairments, 2 (January-December 2017)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 2 (January-December 2017) Titre : Individual differences in autistic children’s homograph reading: Evidence from Hebrew Type de document : Texte imprimé et/ou numérique Auteurs : Jon BROCK, Auteur ; Nufar SUKENIK, Auteur ; Naama FRIEDMANN, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsOn average, autistic individuals make more errors than control participants when reading aloud sentences containing heterophonic homographs?written words with multiple meanings and pronunciations. This finding is widely interpreted within the framework of ?weak central coherence? as evidence for impaired sentence-level comprehension resulting in a failure to disambiguate the homograph meaning. However, consistent findings at the group level belie considerable individual variation. Our aim here was to determine whether that variation was reliable and whether it could be predicted.MethodsWe developed a Hebrew version of the homograph-reading test, containing many more items than is possible in English. The test was administered to 18 native-Hebrew speaking autistic children and adolescents, along with a battery of reading and language assessments.ResultsParticipants with autism showed wide individual variation in performance on the homograph-reading task. Using a mixed random effects logistic regression analysis, we showed that measures of autism severity, single word reading, and single word comprehension all left reliable individual variation unaccounted for and none accounted for variation beyond that associated with the child?s age. Instead, homograph reading was best predicted by performance on a picture naming task, which accounted for unique variation beyond age and each of the other predictors.ConclusionsPoor performance of autistic individuals on the English version of the homograph-reading task has until now been characterized as evidence for a comprehension deficit in autism. However, the results of the current study lead us to propose a new working hypothesis?that difficulties affecting some autistic individuals reflect impairment in the use of semantics to guide the selection of the appropriate phonological form during speech production. This hypothesis is consistent with the strong association between homograph reading and picture naming. It may also help explain the inconsistent pattern of results across studies using different measures of linguistic ?central coherence.?ImplicationsThe results of this preliminary study should be replicated before firm conclusions are drawn. Nonetheless, the study serves to emphasize the importance of considering within-group as well as between-group variations in studies of autism. It also provides a worked example showing how mixed random effect analyses can be used to explore individual differences, distinguishing between genuine variation and psychometric noise. En ligne : https://doi.org/10.1177/2396941517714945 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Individual differences in autistic children’s homograph reading: Evidence from Hebrew [Texte imprimé et/ou numérique] / Jon BROCK, Auteur ; Nufar SUKENIK, Auteur ; Naama FRIEDMANN, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 2 (January-December 2017) Index. décimale : PER Périodiques Résumé : Background and aimsOn average, autistic individuals make more errors than control participants when reading aloud sentences containing heterophonic homographs?written words with multiple meanings and pronunciations. This finding is widely interpreted within the framework of ?weak central coherence? as evidence for impaired sentence-level comprehension resulting in a failure to disambiguate the homograph meaning. However, consistent findings at the group level belie considerable individual variation. Our aim here was to determine whether that variation was reliable and whether it could be predicted.MethodsWe developed a Hebrew version of the homograph-reading test, containing many more items than is possible in English. The test was administered to 18 native-Hebrew speaking autistic children and adolescents, along with a battery of reading and language assessments.ResultsParticipants with autism showed wide individual variation in performance on the homograph-reading task. Using a mixed random effects logistic regression analysis, we showed that measures of autism severity, single word reading, and single word comprehension all left reliable individual variation unaccounted for and none accounted for variation beyond that associated with the child?s age. Instead, homograph reading was best predicted by performance on a picture naming task, which accounted for unique variation beyond age and each of the other predictors.ConclusionsPoor performance of autistic individuals on the English version of the homograph-reading task has until now been characterized as evidence for a comprehension deficit in autism. However, the results of the current study lead us to propose a new working hypothesis?that difficulties affecting some autistic individuals reflect impairment in the use of semantics to guide the selection of the appropriate phonological form during speech production. This hypothesis is consistent with the strong association between homograph reading and picture naming. It may also help explain the inconsistent pattern of results across studies using different measures of linguistic ?central coherence.?ImplicationsThe results of this preliminary study should be replicated before firm conclusions are drawn. Nonetheless, the study serves to emphasize the importance of considering within-group as well as between-group variations in studies of autism. It also provides a worked example showing how mixed random effect analyses can be used to explore individual differences, distinguishing between genuine variation and psychometric noise. En ligne : https://doi.org/10.1177/2396941517714945 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

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