Contextual effects on visual short-term memory in high-functioning autism spectrum disorders / Cristiane SOUZA in Research in Autism Spectrum Disorders, 32 (December 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 32 (December 2016) . - p.64-69 Titre : Contextual effects on visual short-term memory in high-functioning autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Cristiane SOUZA, Auteur ; Moreno I. COCO, Auteur ; Sandra PINHO, Auteur ; Carlos N. FILIPE, Auteur ; Joana C. CARMO, Auteur Article en page(s) : p.64-69 Langues : Anglais (eng) Mots-clés : Visual short-term memory  Contextual expectations  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : AbstractBackground According to the context blindness hypothesis (Vermeulen, 2012) individuals with autism spectrum disorders (ASD) experience difficulties in processing contextual information. This study re-evaluates this hypothesis by examining the influence exerted by contextual information on visual short-term memory. Method In a visual short-term memory task, we test high-functioning individuals with ASD (N = 21) and a typically developed (TD) group (N = 25) matched on age, education and IQ. In this task, participants are exposed to scenes (e.g., the photo of a restaurant), then shown a target-object that is manipulated according to its contextual Consistency with the scene (e.g., a loaf of bread versus an iron) and finally asked whether they saw the target-object or not. Results The response accuracy was differentially mediated by the Consistency of the target-object for both the ASD and TD groups. In particular, individuals with ASD experienced more difficulty in identifying an inconsistent target when it was present in the scene. Moreover, when a consistent object was absent from the scene, individuals with ASD were more likely to wrongly state its presence than TD individuals. Conclusions Our results challenge a strict interpretation of the context blindness hypothesis by demonstrating that individuals with ASD are as sensitive as TD individuals to contextual information. Individuals with ASD, however, appear to use contextual information differently than TD individuals, as they seem to rely more on consolidated contextual expectations than the TD group. These findings could drive the development of novel expectancy-based teaching strategies. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.09.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=296 [article] Contextual effects on visual short-term memory in high-functioning autism spectrum disorders [Texte imprimé et/ou numérique] / Cristiane SOUZA, Auteur ; Moreno I. COCO, Auteur ; Sandra PINHO, Auteur ; Carlos N. FILIPE, Auteur ; Joana C. CARMO, Auteur . - p.64-69. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 32 (December 2016) . - p.64-69 Mots-clés : Visual short-term memory  Contextual expectations  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : AbstractBackground According to the context blindness hypothesis (Vermeulen, 2012) individuals with autism spectrum disorders (ASD) experience difficulties in processing contextual information. This study re-evaluates this hypothesis by examining the influence exerted by contextual information on visual short-term memory. Method In a visual short-term memory task, we test high-functioning individuals with ASD (N = 21) and a typically developed (TD) group (N = 25) matched on age, education and IQ. In this task, participants are exposed to scenes (e.g., the photo of a restaurant), then shown a target-object that is manipulated according to its contextual Consistency with the scene (e.g., a loaf of bread versus an iron) and finally asked whether they saw the target-object or not. Results The response accuracy was differentially mediated by the Consistency of the target-object for both the ASD and TD groups. In particular, individuals with ASD experienced more difficulty in identifying an inconsistent target when it was present in the scene. Moreover, when a consistent object was absent from the scene, individuals with ASD were more likely to wrongly state its presence than TD individuals. Conclusions Our results challenge a strict interpretation of the context blindness hypothesis by demonstrating that individuals with ASD are as sensitive as TD individuals to contextual information. Individuals with ASD, however, appear to use contextual information differently than TD individuals, as they seem to rely more on consolidated contextual expectations than the TD group. These findings could drive the development of novel expectancy-based teaching strategies. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.09.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=296

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

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