Autistic children's language imitation shows reduced sensitivity to ostracism / Zoë L. HOPKINS in Journal of Autism and Developmental Disorders, 52-5 (May 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.1929-1941 Titre : Autistic children's language imitation shows reduced sensitivity to ostracism Type de document : Texte imprimé et/ou numérique Auteurs : Zoë L. HOPKINS, Auteur ; Nicola YUILL, Auteur ; Holly P. BRANIGAN, Auteur Article en page(s) : p.1929-1941 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/psychology  Autistic Disorder  Child  Humans  Imitative Behavior  Language  Ostracism  Affiliation  Alignment  Autism  Conversation  Language imitation Index. décimale : PER Périodiques Résumé : In dialogue, speakers tend to imitate, or align with, a partner's language choices. Higher levels of alignment facilitate communication and can be elicited by affiliation goals. Since autistic children have interaction and communication impairments, we investigated whether a failure to display affiliative language imitation contributes to their conversational difficulties. We measured autistic children's lexical alignment with a partner, following an ostracism manipulation which induces affiliative motivation in typical adults and children. While autistic children demonstrated lexical alignment, we observed no affiliative influence on ostracised children's tendency to align, relative to controls. Our results suggest that increased language imitation-a potentially valuable form of social adaptation-is unavailable to autistic children, which may reflect their impaired affective understanding. En ligne : http://dx.doi.org/10.1007/s10803-021-05041-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476 [article] Autistic children's language imitation shows reduced sensitivity to ostracism [Texte imprimé et/ou numérique] / Zoë L. HOPKINS, Auteur ; Nicola YUILL, Auteur ; Holly P. BRANIGAN, Auteur . - p.1929-1941. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-5 (May 2022) . - p.1929-1941 Mots-clés : Autism Spectrum Disorder/psychology  Autistic Disorder  Child  Humans  Imitative Behavior  Language  Ostracism  Affiliation  Alignment  Autism  Conversation  Language imitation Index. décimale : PER Périodiques Résumé : In dialogue, speakers tend to imitate, or align with, a partner's language choices. Higher levels of alignment facilitate communication and can be elicited by affiliation goals. Since autistic children have interaction and communication impairments, we investigated whether a failure to display affiliative language imitation contributes to their conversational difficulties. We measured autistic children's lexical alignment with a partner, following an ostracism manipulation which induces affiliative motivation in typical adults and children. While autistic children demonstrated lexical alignment, we observed no affiliative influence on ostracised children's tendency to align, relative to controls. Our results suggest that increased language imitation-a potentially valuable form of social adaptation-is unavailable to autistic children, which may reflect their impaired affective understanding. En ligne : http://dx.doi.org/10.1007/s10803-021-05041-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=476

Impaired implicit learning of syntactic structure in children with developmental language disorder: Evidence from syntactic priming / Maria GARRAFFA in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) Titre : Impaired implicit learning of syntactic structure in children with developmental language disorder: Evidence from syntactic priming Type de document : Texte imprimé et/ou numérique Auteurs : Maria GARRAFFA, Auteur ; Moreno I. COCO, Auteur ; Holly P. BRANIGAN, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsImplicit learning mechanisms associated with detecting structural regularities have been proposed to underlie both the long-term acquisition of linguistic structure and a short-term tendency to repeat linguistic structure across sentences (structural priming) in typically developing children. Recent research has suggested that a deficit in such mechanisms may explain the inconsistent trajectory of language learning displayed by children with Developmental Learning Disorder. We used a structural priming paradigm to investigate whether a group of children with Developmental Learning Disorder showed impaired implicit learning of syntax (syntactic priming) following individual syntactic experiences, and the time course of any such effects.MethodsFive- to six-year-old Italian-speaking children with Developmental Learning Disorder and typically developing age-matched and language-matched controls played a picture-description-matching game with an experimenter. The experimenter?s descriptions were systematically manipulated so that children were exposed to both active and passive structures, in a randomized order. We investigated whether children?s descriptions used the same abstract syntax (active or passive) as the experimenter had used on an immediately preceding turn (no-delay) or three turns earlier (delay). We further examined whether children?s syntactic production changed with increasing experience of passives within the experiment.ResultsChildren with Developmental Learning Disorder?s syntactic production was influenced by the syntax of the experimenter?s descriptions in the same way as typically developing language-matched children, but showed a different pattern from typically developing age-matched children. Children with Developmental Learning Disorder were more likely to produce passive syntax immediately after hearing a passive sentence than an active sentence, but this tendency was smaller than in typically developing age-matched children. After two intervening sentences, children with Developmental Learning Disorder no longer showed a significant syntactic priming effect, whereas typically developing age-matched children did. None of the groups showed a significant effect of cumulative syntactic experience.ConclusionsChildren with Developmental Learning Disorder show a pattern of syntactic priming effects that is consistent with an impairment in implicit learning mechanisms that are associated with the detection and extraction of abstract structural regularities in linguistic input. Results suggest that this impairment involves reduced initial learning from each syntactic experience, rather than atypically rapid decay following intact initial learning.ImplicationsChildren with Developmental Learning Disorder may learn less from each linguistic experience than typically developing children, and so require more input to achieve the same learning outcome with respect to syntax. Structural priming is an effective technique for manipulating both input quality and quantity to determine precisely how Developmental Learning Disorder is related to language input, and to investigate how input tailored to take into account the cognitive profile of this population can be optimised in designing interventions. En ligne : https://doi.org/10.1177/2396941518779939 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 [article] Impaired implicit learning of syntactic structure in children with developmental language disorder: Evidence from syntactic priming [Texte imprimé et/ou numérique] / Maria GARRAFFA, Auteur ; Moreno I. COCO, Auteur ; Holly P. BRANIGAN, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 3 (January-December 2018) Index. décimale : PER Périodiques Résumé : Background and aimsImplicit learning mechanisms associated with detecting structural regularities have been proposed to underlie both the long-term acquisition of linguistic structure and a short-term tendency to repeat linguistic structure across sentences (structural priming) in typically developing children. Recent research has suggested that a deficit in such mechanisms may explain the inconsistent trajectory of language learning displayed by children with Developmental Learning Disorder. We used a structural priming paradigm to investigate whether a group of children with Developmental Learning Disorder showed impaired implicit learning of syntax (syntactic priming) following individual syntactic experiences, and the time course of any such effects.MethodsFive- to six-year-old Italian-speaking children with Developmental Learning Disorder and typically developing age-matched and language-matched controls played a picture-description-matching game with an experimenter. The experimenter?s descriptions were systematically manipulated so that children were exposed to both active and passive structures, in a randomized order. We investigated whether children?s descriptions used the same abstract syntax (active or passive) as the experimenter had used on an immediately preceding turn (no-delay) or three turns earlier (delay). We further examined whether children?s syntactic production changed with increasing experience of passives within the experiment.ResultsChildren with Developmental Learning Disorder?s syntactic production was influenced by the syntax of the experimenter?s descriptions in the same way as typically developing language-matched children, but showed a different pattern from typically developing age-matched children. Children with Developmental Learning Disorder were more likely to produce passive syntax immediately after hearing a passive sentence than an active sentence, but this tendency was smaller than in typically developing age-matched children. After two intervening sentences, children with Developmental Learning Disorder no longer showed a significant syntactic priming effect, whereas typically developing age-matched children did. None of the groups showed a significant effect of cumulative syntactic experience.ConclusionsChildren with Developmental Learning Disorder show a pattern of syntactic priming effects that is consistent with an impairment in implicit learning mechanisms that are associated with the detection and extraction of abstract structural regularities in linguistic input. Results suggest that this impairment involves reduced initial learning from each syntactic experience, rather than atypically rapid decay following intact initial learning.ImplicationsChildren with Developmental Learning Disorder may learn less from each linguistic experience than typically developing children, and so require more input to achieve the same learning outcome with respect to syntax. Structural priming is an effective technique for manipulating both input quality and quantity to determine precisely how Developmental Learning Disorder is related to language input, and to investigate how input tailored to take into account the cognitive profile of this population can be optimised in designing interventions. En ligne : https://doi.org/10.1177/2396941518779939 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387

Inhibitory control and lexical alignment in children with an autism spectrum disorder / Zoë HOPKINS in Journal of Child Psychology and Psychiatry, 58-10 (October 2017)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1155-1165 Titre : Inhibitory control and lexical alignment in children with an autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Zoë HOPKINS, Auteur ; Nicola YUILL, Auteur ; Holly P. BRANIGAN, Auteur Article en page(s) : p.1155-1165 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  alignment  inhibitory control  perspective-taking Index. décimale : PER Périodiques Résumé : Background Two experiments investigated the contribution of conflict inhibition to pragmatic deficits in children with autism spectrum disorder (ASD). Typical adults’ tendency to reuse interlocutors’ referential choices (lexical alignment) implicates communicative perspective-taking, which is regulated by conflict inhibition. We examined whether children with ASD spontaneously lexically aligned, and whether conflict inhibition mediated alignment. Methods Children with ASD and chronological- and verbal-age-matched typically developing controls played a picture-naming game. We manipulated whether the experimenter used a preferred or dispreferred name for each picture, and examined whether children subsequently used the same name. Results Children with ASD spontaneously lexically aligned, to the same extent as typically developing controls. Alignment was unrelated to conflict inhibition in both groups. Conclusions Children with ASD's referential communication is robust to impairments in conflict inhibition under some circumstances. Their pragmatic deficits may be mitigated in a highly structured interaction. En ligne : http://dx.doi.org/10.1111/jcpp.12792 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 [article] Inhibitory control and lexical alignment in children with an autism spectrum disorder [Texte imprimé et/ou numérique] / Zoë HOPKINS, Auteur ; Nicola YUILL, Auteur ; Holly P. BRANIGAN, Auteur . - p.1155-1165. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1155-1165 Mots-clés : Autism spectrum disorder  alignment  inhibitory control  perspective-taking Index. décimale : PER Périodiques Résumé : Background Two experiments investigated the contribution of conflict inhibition to pragmatic deficits in children with autism spectrum disorder (ASD). Typical adults’ tendency to reuse interlocutors’ referential choices (lexical alignment) implicates communicative perspective-taking, which is regulated by conflict inhibition. We examined whether children with ASD spontaneously lexically aligned, and whether conflict inhibition mediated alignment. Methods Children with ASD and chronological- and verbal-age-matched typically developing controls played a picture-naming game. We manipulated whether the experimenter used a preferred or dispreferred name for each picture, and examined whether children subsequently used the same name. Results Children with ASD spontaneously lexically aligned, to the same extent as typically developing controls. Alignment was unrelated to conflict inhibition in both groups. Conclusions Children with ASD's referential communication is robust to impairments in conflict inhibition under some circumstances. Their pragmatic deficits may be mitigated in a highly structured interaction. En ligne : http://dx.doi.org/10.1111/jcpp.12792 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321

Linguistic Alignment in Adults with and Without Asperger’s Syndrome / Katie E. SLOCOMBE in Journal of Autism and Developmental Disorders, 43-6 (June 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-6 (June 2013) . - p.1423-1436 Titre : Linguistic Alignment in Adults with and Without Asperger’s Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Katie E. SLOCOMBE, Auteur ; Ivan ALVAREZ, Auteur ; Holly P. BRANIGAN, Auteur ; Tjeerd JELLEMA, Auteur ; Hollie G. BURNETT, Auteur ; Anja FISCHER, Auteur ; YanHei LI, Auteur ; Simon GARROD, Auteur ; Liat LEVITA, Auteur Article en page(s) : p.1423-1436 Langues : Anglais (eng) Mots-clés : Linguistic alignment  Asperger’s Syndrome  Autism spectrum disorder  Social communication  Conversation  Dialogue Index. décimale : PER Périodiques Résumé : Individuals with Asperger’s Syndrome (AS) often have difficulties with social interactions and conversations. We investigated if these difficulties could be attributable to a deficit in the ability to linguistically converge with an interlocutor, which is posited to be important for successful communication. To that end, participants completed two cooperative tasks with a confederate, which allowed us to measure linguistic alignment with the confederate in terms of lexical choice, syntactic structure and spatial frame of reference. There was no difference in the performance of individuals with AS and matched controls and both groups showed significant alignment with the confederate at all three levels. We conclude that linguistic alignment is intact in adults with AS engaged in structured, goal-directed social interactions. En ligne : http://dx.doi.org/10.1007/s10803-012-1698-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201 [article] Linguistic Alignment in Adults with and Without Asperger’s Syndrome [Texte imprimé et/ou numérique] / Katie E. SLOCOMBE, Auteur ; Ivan ALVAREZ, Auteur ; Holly P. BRANIGAN, Auteur ; Tjeerd JELLEMA, Auteur ; Hollie G. BURNETT, Auteur ; Anja FISCHER, Auteur ; YanHei LI, Auteur ; Simon GARROD, Auteur ; Liat LEVITA, Auteur . - p.1423-1436. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-6 (June 2013) . - p.1423-1436 Mots-clés : Linguistic alignment  Asperger’s Syndrome  Autism spectrum disorder  Social communication  Conversation  Dialogue Index. décimale : PER Périodiques Résumé : Individuals with Asperger’s Syndrome (AS) often have difficulties with social interactions and conversations. We investigated if these difficulties could be attributable to a deficit in the ability to linguistically converge with an interlocutor, which is posited to be important for successful communication. To that end, participants completed two cooperative tasks with a confederate, which allowed us to measure linguistic alignment with the confederate in terms of lexical choice, syntactic structure and spatial frame of reference. There was no difference in the performance of individuals with AS and matched controls and both groups showed significant alignment with the confederate at all three levels. We conclude that linguistic alignment is intact in adults with AS engaged in structured, goal-directed social interactions. En ligne : http://dx.doi.org/10.1007/s10803-012-1698-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201

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