Lexical Processing in School-Age Children with Autism Spectrum Disorder and Children with Specific Language Impairment: The Role of Semantics / Eileen HAEBIG in Journal of Autism and Developmental Disorders, 45-12 (December 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.4109-4123 Titre : Lexical Processing in School-Age Children with Autism Spectrum Disorder and Children with Specific Language Impairment: The Role of Semantics Type de document : texte imprimé Auteurs : Eileen HAEBIG, Auteur ; Margarita KAUSHANSKAYA, Auteur ; Susan ELLIS WEISMER, Auteur Article en page(s) : p.4109-4123 Langues : Anglais (eng) Mots-clés : Autism  Specific language impairment  Lexical processing Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) and specific language impairment (SLI) often have immature lexical-semantic knowledge; however, the organization of lexical-semantic knowledge is poorly understood. This study examined lexical processing in school-age children with ASD, SLI, and typical development, who were matched on receptive vocabulary. Children completed a lexical decision task, involving words with high and low semantic network sizes and nonwords. Children also completed nonverbal updating and shifting tasks. Children responded more accurately to words from high than from low semantic networks; however, follow-up analyses identified weaker semantic network effects in the SLI group. Additionally, updating and shifting abilities predicted lexical processing, demonstrating similarity in the mechanisms which underlie semantic processing in children with ASD, SLI, and typical development. En ligne : http://dx.doi.org/10.1007/s10803-015-2534-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=274 [article] Lexical Processing in School-Age Children with Autism Spectrum Disorder and Children with Specific Language Impairment: The Role of Semantics [texte imprimé] / Eileen HAEBIG, Auteur ; Margarita KAUSHANSKAYA, Auteur ; Susan ELLIS WEISMER, Auteur . - p.4109-4123. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-12 (December 2015) . - p.4109-4123 Mots-clés : Autism  Specific language impairment  Lexical processing Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) and specific language impairment (SLI) often have immature lexical-semantic knowledge; however, the organization of lexical-semantic knowledge is poorly understood. This study examined lexical processing in school-age children with ASD, SLI, and typical development, who were matched on receptive vocabulary. Children completed a lexical decision task, involving words with high and low semantic network sizes and nonwords. Children also completed nonverbal updating and shifting tasks. Children responded more accurately to words from high than from low semantic networks; however, follow-up analyses identified weaker semantic network effects in the SLI group. Additionally, updating and shifting abilities predicted lexical processing, demonstrating similarity in the mechanisms which underlie semantic processing in children with ASD, SLI, and typical development. En ligne : http://dx.doi.org/10.1007/s10803-015-2534-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=274

Planning in Children with Autism Spectrum Disorder: The Role of Verbal Mediation / Caroline LARSON in Journal of Autism and Developmental Disorders, 51-7 (July 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2200-2217 Titre : Planning in Children with Autism Spectrum Disorder: The Role of Verbal Mediation Type de document : texte imprimé Auteurs : Caroline LARSON, Auteur ; Ishanti GANGOPADHYAY, Auteur ; Kathryn PRESCOTT, Auteur ; Margarita KAUSHANSKAYA, Auteur ; Susan ELLIS WEISMER, Auteur Article en page(s) : p.2200-2217 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder/psychology  Case-Control Studies  Child  Child Language  Female  Humans  Language Development Disorders/psychology  Male  Task Performance and Analysis  Verbal Behavior  Wechsler Scales  Autism spectrum disorder  Executive function  Language  Planning Index. décimale : PER Périodiques Résumé : This study examined verbal mediation during planning in school-age children with autism spectrum disorder (ASD) relative to age- and nonverbal IQ- matched typically developing peers using a dual-task paradigm. Analyses showed no group differences in performance. However, in the condition intended to disrupt verbal mediation, language skills were associated with planning performance for the TD group, but not the ASD group. Upon examining ASD subgroups with versus without comorbid structural language impairment, children with ASD and normal language appeared to rely on verbal mediation to a greater degree than children with ASD and language impairment, but to a lesser degree than TD peers. Thus, the role of verbal mediation in planning for children with ASD differs depending on language status. En ligne : http://dx.doi.org/10.1007/s10803-020-04639-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Planning in Children with Autism Spectrum Disorder: The Role of Verbal Mediation [texte imprimé] / Caroline LARSON, Auteur ; Ishanti GANGOPADHYAY, Auteur ; Kathryn PRESCOTT, Auteur ; Margarita KAUSHANSKAYA, Auteur ; Susan ELLIS WEISMER, Auteur . - p.2200-2217. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2200-2217 Mots-clés : Adolescent  Autism Spectrum Disorder/psychology  Case-Control Studies  Child  Child Language  Female  Humans  Language Development Disorders/psychology  Male  Task Performance and Analysis  Verbal Behavior  Wechsler Scales  Autism spectrum disorder  Executive function  Language  Planning Index. décimale : PER Périodiques Résumé : This study examined verbal mediation during planning in school-age children with autism spectrum disorder (ASD) relative to age- and nonverbal IQ- matched typically developing peers using a dual-task paradigm. Analyses showed no group differences in performance. However, in the condition intended to disrupt verbal mediation, language skills were associated with planning performance for the TD group, but not the ASD group. Upon examining ASD subgroups with versus without comorbid structural language impairment, children with ASD and normal language appeared to rely on verbal mediation to a greater degree than children with ASD and language impairment, but to a lesser degree than TD peers. Thus, the role of verbal mediation in planning for children with ASD differs depending on language status. En ligne : http://dx.doi.org/10.1007/s10803-020-04639-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

Reading Comprehension in Children With and Without ASD: The Role of Word Reading, Oral Language, and Working Memory / Meghan M. DAVIDSON in Journal of Autism and Developmental Disorders, 48-10 (October 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3524-3541 Titre : Reading Comprehension in Children With and Without ASD: The Role of Word Reading, Oral Language, and Working Memory Type de document : texte imprimé Auteurs : Meghan M. DAVIDSON, Auteur ; Margarita KAUSHANSKAYA, Auteur ; Susan ELLIS WEISMER, Auteur Article en page(s) : p.3524-3541 Langues : Anglais (eng) Mots-clés : Autism  Reading comprehension  Vocabulary  Word reading  Working memory Index. décimale : PER Périodiques Résumé : Word reading and oral language predict reading comprehension, which is generally poor, in individuals with autism spectrum disorder (ASD). However, working memory (WM), despite documented weaknesses, has not been thoroughly investigated as a predictor of reading comprehension in ASD. This study examined the role of three parallel WM N-back tasks using abstract shapes, familiar objects, and written words in children (8-14 years) with ASD (n = 19) and their typically developing peers (n = 24). All three types of WM were significant predictors of reading comprehension when considered alone. However, these relationships were rendered non-significant with the addition of age, word reading, vocabulary, and group entered into the models. Oral vocabulary emerged as the strongest predictor of reading comprehension. En ligne : http://dx.doi.org/10.1007/s10803-018-3617-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 [article] Reading Comprehension in Children With and Without ASD: The Role of Word Reading, Oral Language, and Working Memory [texte imprimé] / Meghan M. DAVIDSON, Auteur ; Margarita KAUSHANSKAYA, Auteur ; Susan ELLIS WEISMER, Auteur . - p.3524-3541. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3524-3541 Mots-clés : Autism  Reading comprehension  Vocabulary  Word reading  Working memory Index. décimale : PER Périodiques Résumé : Word reading and oral language predict reading comprehension, which is generally poor, in individuals with autism spectrum disorder (ASD). However, working memory (WM), despite documented weaknesses, has not been thoroughly investigated as a predictor of reading comprehension in ASD. This study examined the role of three parallel WM N-back tasks using abstract shapes, familiar objects, and written words in children (8-14 years) with ASD (n = 19) and their typically developing peers (n = 24). All three types of WM were significant predictors of reading comprehension when considered alone. However, these relationships were rendered non-significant with the addition of age, word reading, vocabulary, and group entered into the models. Oral vocabulary emerged as the strongest predictor of reading comprehension. En ligne : http://dx.doi.org/10.1007/s10803-018-3617-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

The role of nonverbal working memory in morphosyntactic processing by children with specific language impairment and autism spectrum disorders / Susan ELLIS WEISMER in Journal of Neurodevelopmental Disorders, 9-1 (December 2017)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 9-1 (December 2017) . - p.28 Titre : The role of nonverbal working memory in morphosyntactic processing by children with specific language impairment and autism spectrum disorders Type de document : texte imprimé Auteurs : Susan ELLIS WEISMER, Auteur ; Meghan M. DAVIDSON, Auteur ; Ishanti GANGOPADHYAY, Auteur ; Heidi SINDBERG, Auteur ; Hettie ROEBUCK, Auteur ; Margarita KAUSHANSKAYA, Auteur Article en page(s) : p.28 Langues : Anglais (eng) Mots-clés : Autism  Grammatical judgment  Specific language impairment  Working memory Index. décimale : PER Périodiques Résumé : BACKGROUND: Both children with autism spectrum disorders (ASD) and children with specific language impairment (SLI) have been shown to have difficulties with grammatical processing. A comparison of these two populations with neurodevelopmental disorders was undertaken to examine similarities and differences in the mechanisms that may underlie grammatical processing. Research has shown that working memory (WM) is recruited during grammatical processing. The goal of this study was to examine morphosyntactic processing on a grammatical judgment task in children who varied in clinical diagnosis and language abilities and to assess the extent to which performance is predicted by nonverbal working memory (WM). Two theoretical perspectives were evaluated relative to performance on the grammatical judgment task-the "working memory" account and the "wrap-up" account. These accounts make contrasting predictions about the detection of grammatical errors occurring early versus late in the sentence. METHODS: Participants were 84 school-age children with SLI (n = 21), ASD (n = 27), and typical development (TD, n = 36). Performance was analyzed based on diagnostic group as well as language status (normal language, NL, n = 54, and language impairment, LI, n = 30). A grammatical judgment task was used in which the position of the error in the sentence (early versus late) was manipulated. A visual WM task (N-back) was administered and the ability of WM to predict morphosyntactic processing was assessed. RESULTS: Groups differed significantly in their sensitivity to grammatical errors (TD > SLI and NL > LI) but did not differ in nonverbal WM. Overall, children in all groups were more sensitive and quicker at detecting errors occurring late in the sentence than early in the sentence. Nonverbal WM predicted morphosyntactic processing across groups, but the specific profile of association between WM and early versus late error detection was reversed for children with and without language impairment. CONCLUSIONS: Findings primarily support a "wrap up" account whereby the accumulating sentence context for errors positioned late in the sentence (rather than early) appeared to facilitate morphosyntactic processing. Although none of the groups displayed deficits in visual WM, individual differences in these nonverbal WM resources predicted proficiency in morphosyntactic processing. En ligne : http://dx.doi.org/10.1186/s11689-017-9209-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=350 [article] The role of nonverbal working memory in morphosyntactic processing by children with specific language impairment and autism spectrum disorders [texte imprimé] / Susan ELLIS WEISMER, Auteur ; Meghan M. DAVIDSON, Auteur ; Ishanti GANGOPADHYAY, Auteur ; Heidi SINDBERG, Auteur ; Hettie ROEBUCK, Auteur ; Margarita KAUSHANSKAYA, Auteur . - p.28. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 9-1 (December 2017) . - p.28 Mots-clés : Autism  Grammatical judgment  Specific language impairment  Working memory Index. décimale : PER Périodiques Résumé : BACKGROUND: Both children with autism spectrum disorders (ASD) and children with specific language impairment (SLI) have been shown to have difficulties with grammatical processing. A comparison of these two populations with neurodevelopmental disorders was undertaken to examine similarities and differences in the mechanisms that may underlie grammatical processing. Research has shown that working memory (WM) is recruited during grammatical processing. The goal of this study was to examine morphosyntactic processing on a grammatical judgment task in children who varied in clinical diagnosis and language abilities and to assess the extent to which performance is predicted by nonverbal working memory (WM). Two theoretical perspectives were evaluated relative to performance on the grammatical judgment task-the "working memory" account and the "wrap-up" account. These accounts make contrasting predictions about the detection of grammatical errors occurring early versus late in the sentence. METHODS: Participants were 84 school-age children with SLI (n = 21), ASD (n = 27), and typical development (TD, n = 36). Performance was analyzed based on diagnostic group as well as language status (normal language, NL, n = 54, and language impairment, LI, n = 30). A grammatical judgment task was used in which the position of the error in the sentence (early versus late) was manipulated. A visual WM task (N-back) was administered and the ability of WM to predict morphosyntactic processing was assessed. RESULTS: Groups differed significantly in their sensitivity to grammatical errors (TD > SLI and NL > LI) but did not differ in nonverbal WM. Overall, children in all groups were more sensitive and quicker at detecting errors occurring late in the sentence than early in the sentence. Nonverbal WM predicted morphosyntactic processing across groups, but the specific profile of association between WM and early versus late error detection was reversed for children with and without language impairment. CONCLUSIONS: Findings primarily support a "wrap up" account whereby the accumulating sentence context for errors positioned late in the sentence (rather than early) appeared to facilitate morphosyntactic processing. Although none of the groups displayed deficits in visual WM, individual differences in these nonverbal WM resources predicted proficiency in morphosyntactic processing. En ligne : http://dx.doi.org/10.1186/s11689-017-9209-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=350

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