Conversational topic maintenance and related cognitive abilities in autistic versus neurotypical children / Kirsten ABBOT-SMITH in Autism, 29-3 (March 2025)  

Public ISBD [article]  inAutism > 29-3 (March 2025) . - p.684-697 Titre : Conversational topic maintenance and related cognitive abilities in autistic versus neurotypical children Type de document : texte imprimé Auteurs : Kirsten ABBOT-SMITH, Auteur ; Danielle MATTHEWS, Auteur ; Colin BANNARD, Auteur ; Joshua NICE, Auteur ; Louise MALKIN, Auteur ; David WILLIAMS, Auteur ; William HOBSON, Auteur Article en page(s) : p.684-697 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Keeping a conversation going is the social glue of friendships. The DSM criteria for autism list difficulties with back-and-forth conversation but does not necessitate that all autistic children will be equally impacted. We carried out three studies (two ... En ligne : https://dx.doi.org/10.1177/13623613241286610 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Conversational topic maintenance and related cognitive abilities in autistic versus neurotypical children [texte imprimé] / Kirsten ABBOT-SMITH, Auteur ; Danielle MATTHEWS, Auteur ; Colin BANNARD, Auteur ; Joshua NICE, Auteur ; Louise MALKIN, Auteur ; David WILLIAMS, Auteur ; William HOBSON, Auteur . - p.684-697. Langues : Anglais (eng) in Autism > 29-3 (March 2025) . - p.684-697 Index. décimale : PER Périodiques Résumé : Keeping a conversation going is the social glue of friendships. The DSM criteria for autism list difficulties with back-and-forth conversation but does not necessitate that all autistic children will be equally impacted. We carried out three studies (two ... En ligne : https://dx.doi.org/10.1177/13623613241286610 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Is Grammar Spared in Autism Spectrum Disorder? Data from Judgments of Verb Argument Structure Overgeneralization Errors / Ben AMBRIDGE in Journal of Autism and Developmental Disorders, 45-10 (October 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-10 (October 2015) . - p.3288-3296 Titre : Is Grammar Spared in Autism Spectrum Disorder? Data from Judgments of Verb Argument Structure Overgeneralization Errors Type de document : texte imprimé Auteurs : Ben AMBRIDGE, Auteur ; Colin BANNARD, Auteur ; Georgina H. JACKSON, Auteur Article en page(s) : p.3288-3296 Langues : Anglais (eng) Mots-clés : Language development  Autism spectrum disorders  Grammaticality judgment task  Verb argument structure overgeneralization errors Index. décimale : PER Périodiques Résumé : Children with Autism Spectrum Disorder (ASD) aged 11–13 (N = 16) and an IQ-matched typically developing (TD) group aged 7–12 (N = 16) completed a graded grammaticality judgment task, as well as a standardized test of cognitive function. In a departure from previous studies, the judgment task involved verb argument structure overgeneralization errors (e.g., *Lisa fell the cup off the shelf) of the type sometimes observed amongst typically developing children, as well as grammatical control sentences with the same verbs (e.g., The cup fell off the shelf). The ASD group showed a smaller dispreference for ungrammatical sentences (relative to the control sentences) than did the TD group. These findings are indicative of a subtle grammatical impairment in even relatively high-functioning children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2487-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267 [article] Is Grammar Spared in Autism Spectrum Disorder? Data from Judgments of Verb Argument Structure Overgeneralization Errors [texte imprimé] / Ben AMBRIDGE, Auteur ; Colin BANNARD, Auteur ; Georgina H. JACKSON, Auteur . - p.3288-3296. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-10 (October 2015) . - p.3288-3296 Mots-clés : Language development  Autism spectrum disorders  Grammaticality judgment task  Verb argument structure overgeneralization errors Index. décimale : PER Périodiques Résumé : Children with Autism Spectrum Disorder (ASD) aged 11–13 (N = 16) and an IQ-matched typically developing (TD) group aged 7–12 (N = 16) completed a graded grammaticality judgment task, as well as a standardized test of cognitive function. In a departure from previous studies, the judgment task involved verb argument structure overgeneralization errors (e.g., *Lisa fell the cup off the shelf) of the type sometimes observed amongst typically developing children, as well as grammatical control sentences with the same verbs (e.g., The cup fell off the shelf). The ASD group showed a smaller dispreference for ungrammatical sentences (relative to the control sentences) than did the TD group. These findings are indicative of a subtle grammatical impairment in even relatively high-functioning children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2487-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=267

Unequal educational outcomes for children with similar early childhood vocabulary but different socioeconomic circumstances / Emma THORNTON in Journal of Child Psychology and Psychiatry, 67-7 (July 2026)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 67-7 (July 2026) . - p.1115-1126 Titre : Unequal educational outcomes for children with similar early childhood vocabulary but different socioeconomic circumstances Type de document : texte imprimé Auteurs : Emma THORNTON, Auteur ; Danielle MATTHEWS, Auteur ; Praveetha PATALAY, Auteur ; Colin BANNARD, Auteur Article en page(s) : p.1115-1126 Langues : Anglais (eng) Mots-clés : Vocabulary  socioeconomic inequalities  birth cohort  longitudinal  education Index. décimale : PER Périodiques Résumé : Background In a purely meritocratic society, educational outcomes would reflect ability and only ability. Vocabulary size is a common measure of cognitive ability that predicts educational outcomes but is confounded with socioeconomic circumstances (SEC). Methods In preregistered analyses of the nationally representative UK Millennium Cohort Study data (N?=?15,576), we used a series of multiple linear and logistic regression analyses to investigate the predictive value of age-5 vocabulary for age-16 educational outcomes and assess whether socioeconomic circumstance moderated this relation. Results We show that age-5 vocabulary strongly predicted age-16 educational attainment, even after adjusting for both SEC and caregiver vocabulary (OR?=?1.62, 95% CIs?=?[1.52; 1.72]; ??=?.22, 95% CIs?=?[0.19; 0.24]). SEC also predicts educational attainment (OR?=?2.05, 95% CIs?=?[1.92; 2.19]), and modifies the association between vocabulary and educational attainment, whereby a larger vocabulary was most advantageous for those in middle SEC groups (interaction term OR?=?1.09 [1.03; 1.15]). Conclusions Early child vocabulary is a strong predictor of children's educational outcomes ? even when controlling for proxy measures of the home environment and genetics. Nonetheless, children who enter school with strong vocabulary skills but disadvantaged socioeconomic circumstances still have only about a 50/50 chance of gaining gateway qualifications at age 16. En ligne : https://doi.org/10.1111/jcpp.70117 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588 [article] Unequal educational outcomes for children with similar early childhood vocabulary but different socioeconomic circumstances [texte imprimé] / Emma THORNTON, Auteur ; Danielle MATTHEWS, Auteur ; Praveetha PATALAY, Auteur ; Colin BANNARD, Auteur . - p.1115-1126. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 67-7 (July 2026) . - p.1115-1126 Mots-clés : Vocabulary  socioeconomic inequalities  birth cohort  longitudinal  education Index. décimale : PER Périodiques Résumé : Background In a purely meritocratic society, educational outcomes would reflect ability and only ability. Vocabulary size is a common measure of cognitive ability that predicts educational outcomes but is confounded with socioeconomic circumstances (SEC). Methods In preregistered analyses of the nationally representative UK Millennium Cohort Study data (N?=?15,576), we used a series of multiple linear and logistic regression analyses to investigate the predictive value of age-5 vocabulary for age-16 educational outcomes and assess whether socioeconomic circumstance moderated this relation. Results We show that age-5 vocabulary strongly predicted age-16 educational attainment, even after adjusting for both SEC and caregiver vocabulary (OR?=?1.62, 95% CIs?=?[1.52; 1.72]; ??=?.22, 95% CIs?=?[0.19; 0.24]). SEC also predicts educational attainment (OR?=?2.05, 95% CIs?=?[1.92; 2.19]), and modifies the association between vocabulary and educational attainment, whereby a larger vocabulary was most advantageous for those in middle SEC groups (interaction term OR?=?1.09 [1.03; 1.15]). Conclusions Early child vocabulary is a strong predictor of children's educational outcomes ? even when controlling for proxy measures of the home environment and genetics. Nonetheless, children who enter school with strong vocabulary skills but disadvantaged socioeconomic circumstances still have only about a 50/50 chance of gaining gateway qualifications at age 16. En ligne : https://doi.org/10.1111/jcpp.70117 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588

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