[article]
Titre : |
I use my space not yours: Use of gesture space for referential identification among children with autism spectrum disorders |
Type de document : |
Texte imprimé et/ou numérique |
Auteurs : |
Wing-Chee SO, Auteur ; Miranda KIT-YI WONG, Auteur |
Article en page(s) : |
p.33-47 |
Langues : |
Anglais (eng) |
Mots-clés : |
Autism Gesture Referential identification Perspective-taking |
Index. décimale : |
PER Périodiques |
Résumé : |
AbstractBackground Speakers move their hands (gesture) when they talk. They indicate non-present referents by gesturing those referents in the same locations as the previous gestures for the same referents (spatially-consistent referent-identifying gestures). We examined whether children with autism spectrum disorders (ASD), whose gesture development is slow, produce this kind of gesture in two circumstances: (1) demonstration task in which they had to follow experimenters’ established referents and spatial locations; and (2) spoken narrative task in which they created their own referents and locations. Method School-aged children with ASD and typically-developing children (TD) demonstrated daily-life activities after the experimenter had orally described and gestured the spatial locations of non-present objects involved (demonstration task) and enacted the characters of a story from a picture (spoken narrative task). Results ASD children produced fewer spatially-consistent referent-identifying gestures than TD children in the demonstration task. When not following experimenter’s locations, they established their own gestural locations and kept them consistent. They produced a comparable number of spatially-consistent referent-identifying gestures to their TD counterparts in the spoken narrative task. The ability to produce spatially-consistent referent-identifying gestures was negatively correlated to communication and social interaction skills in the demonstration task in both groups. However, such relationship was not found in the spoken narrative task in ASD children. Conclusion ASD children have the ability to use consistent gestural locations to represent referents, but this ability may be limited when they have to follow others’ perspectives. Communication and social interaction abilities are crucial when taking others’ perspectives. |
En ligne : |
http://dx.doi.org/10.1016/j.rasd.2016.03.005 |
Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285 |
in Research in Autism Spectrum Disorders > 26 (June 2016) . - p.33-47
[article] I use my space not yours: Use of gesture space for referential identification among children with autism spectrum disorders [Texte imprimé et/ou numérique] / Wing-Chee SO, Auteur ; Miranda KIT-YI WONG, Auteur . - p.33-47. Langues : Anglais ( eng) in Research in Autism Spectrum Disorders > 26 (June 2016) . - p.33-47
Mots-clés : |
Autism Gesture Referential identification Perspective-taking |
Index. décimale : |
PER Périodiques |
Résumé : |
AbstractBackground Speakers move their hands (gesture) when they talk. They indicate non-present referents by gesturing those referents in the same locations as the previous gestures for the same referents (spatially-consistent referent-identifying gestures). We examined whether children with autism spectrum disorders (ASD), whose gesture development is slow, produce this kind of gesture in two circumstances: (1) demonstration task in which they had to follow experimenters’ established referents and spatial locations; and (2) spoken narrative task in which they created their own referents and locations. Method School-aged children with ASD and typically-developing children (TD) demonstrated daily-life activities after the experimenter had orally described and gestured the spatial locations of non-present objects involved (demonstration task) and enacted the characters of a story from a picture (spoken narrative task). Results ASD children produced fewer spatially-consistent referent-identifying gestures than TD children in the demonstration task. When not following experimenter’s locations, they established their own gestural locations and kept them consistent. They produced a comparable number of spatially-consistent referent-identifying gestures to their TD counterparts in the spoken narrative task. The ability to produce spatially-consistent referent-identifying gestures was negatively correlated to communication and social interaction skills in the demonstration task in both groups. However, such relationship was not found in the spoken narrative task in ASD children. Conclusion ASD children have the ability to use consistent gestural locations to represent referents, but this ability may be limited when they have to follow others’ perspectives. Communication and social interaction abilities are crucial when taking others’ perspectives. |
En ligne : |
http://dx.doi.org/10.1016/j.rasd.2016.03.005 |
Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285 |
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