Mental rotation and language in autism spectrum disorder / Caroline LARSON in Autism Research, 17-4 (April 2024)  

Public ISBD [article]  inAutism Research > 17-4 (April 2024) . - p.785-798 Titre : Mental rotation and language in autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Caroline LARSON, Auteur ; Agata BOCHYNSKA, Auteur ; Mila VULCHANOVA, Auteur Article en page(s) : p.785-798 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Though visuospatial skills are often considered a relative strength in autism spectrum disorder (ASD), unexplained difficulties relative to neurotypical (NT) peers have also been observed. Dissociations between spatial cognition and language skills in ASD may explain these difficulties given that these systems are linked in NT individuals. The current study examined performance on a mental rotation task that systematically varied stimulus features and the degree to which performance was associated with language in ASD relative to NT peers. Participants were children and young adults with ASD and 25 pairwise age- and IQ-matched NT peers (p's>0.53). The mental rotation task involved four conditions: two-dimensional (2D) abstract figures, three-dimensional (3D) abstract figures, 2D common objects, and 3D common objects. Structural language was measured using the grammar subscale from the Test of Language Development: Intermediate adapted for Norwegian. Mixed-effects model results indicated that autistic individuals were less accurate and had slower reaction time across mental rotation task conditions than NT peers. Language was associated with mental rotation accuracy for both groups across conditions, but with reaction time only for the NT group. The current study demonstrated selective associations between language and performance on a classic spatial cognition task in autistic individuals. Namely, there was a dissociation between language and in-the-moment efficiency in the ASD group, and this dissociation may reflect a broader dissociation between visuospatial and language systems. En ligne : https://doi.org/10.1002/aur.3128 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=526 [article] Mental rotation and language in autism spectrum disorder [Texte imprimé et/ou numérique] / Caroline LARSON, Auteur ; Agata BOCHYNSKA, Auteur ; Mila VULCHANOVA, Auteur . - p.785-798. Langues : Anglais (eng) in Autism Research > 17-4 (April 2024) . - p.785-798 Index. décimale : PER Périodiques Résumé : Abstract Though visuospatial skills are often considered a relative strength in autism spectrum disorder (ASD), unexplained difficulties relative to neurotypical (NT) peers have also been observed. Dissociations between spatial cognition and language skills in ASD may explain these difficulties given that these systems are linked in NT individuals. The current study examined performance on a mental rotation task that systematically varied stimulus features and the degree to which performance was associated with language in ASD relative to NT peers. Participants were children and young adults with ASD and 25 pairwise age- and IQ-matched NT peers (p's>0.53). The mental rotation task involved four conditions: two-dimensional (2D) abstract figures, three-dimensional (3D) abstract figures, 2D common objects, and 3D common objects. Structural language was measured using the grammar subscale from the Test of Language Development: Intermediate adapted for Norwegian. Mixed-effects model results indicated that autistic individuals were less accurate and had slower reaction time across mental rotation task conditions than NT peers. Language was associated with mental rotation accuracy for both groups across conditions, but with reaction time only for the NT group. The current study demonstrated selective associations between language and performance on a classic spatial cognition task in autistic individuals. Namely, there was a dissociation between language and in-the-moment efficiency in the ASD group, and this dissociation may reflect a broader dissociation between visuospatial and language systems. En ligne : https://doi.org/10.1002/aur.3128 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=526

Tell me where it is: Selective difficulties in spatial language on the autism spectrum / Agata BOCHYNSKA in Autism, 24-7 (October 2020)  

Public ISBD [article]  inAutism > 24-7 (October 2020) . - p.1740-1757 Titre : Tell me where it is: Selective difficulties in spatial language on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Agata BOCHYNSKA, Auteur ; Kenny R. COVENTRY, Auteur ; Valentin VULCHANOV, Auteur ; Mila VULCHANOVA, Auteur Article en page(s) : p.1740-1757 Langues : Anglais (eng) Mots-clés : *developmental delay  *linguistic development  *selective deficits  *spatial language  *spatial prepositions Index. décimale : PER Périodiques Résumé : How we think and talk about space is an essential ability, necessary for understanding the world around us. We recruit spatial thinking every day when finding our way or using tools but also in more advanced tasks, such as reading complex graphs or maps. We do so also in daily communication when we use spatial language, terms such as under, over, to the left of or in front of, and when we give instructions. Spatial terms appear in children's early vocabularies and continue to develop until late childhood or even early adolescence. Because spatial language develops over many years, some spatial terms are mastered very early, whereas others take longer to acquire. In the current set of studies, we tested how intellectually high-functioning children and adults on the autism spectrum use and understand these early- and late-acquired spatial terms in comparison to typically developing age-matched individuals. We found that children and adults on the autism spectrum experience difficulties with the use of some spatial terms (e.g. near and far or out of and down off) but not with others, which are acquired early (e.g. in and on or over and under). We also found that remembering spatial terms from short stories was more difficult for the individuals on the autism spectrum compared with typically developing individuals. These results reveal difficulties that can profoundly affect everyday communication of children and adults on the autism spectrum but also open new directions of research on language development in autism spectrum disorders. En ligne : http://dx.doi.org/10.1177/1362361320921040 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431 [article] Tell me where it is: Selective difficulties in spatial language on the autism spectrum [Texte imprimé et/ou numérique] / Agata BOCHYNSKA, Auteur ; Kenny R. COVENTRY, Auteur ; Valentin VULCHANOV, Auteur ; Mila VULCHANOVA, Auteur . - p.1740-1757. Langues : Anglais (eng) in Autism > 24-7 (October 2020) . - p.1740-1757 Mots-clés : *developmental delay  *linguistic development  *selective deficits  *spatial language  *spatial prepositions Index. décimale : PER Périodiques Résumé : How we think and talk about space is an essential ability, necessary for understanding the world around us. We recruit spatial thinking every day when finding our way or using tools but also in more advanced tasks, such as reading complex graphs or maps. We do so also in daily communication when we use spatial language, terms such as under, over, to the left of or in front of, and when we give instructions. Spatial terms appear in children's early vocabularies and continue to develop until late childhood or even early adolescence. Because spatial language develops over many years, some spatial terms are mastered very early, whereas others take longer to acquire. In the current set of studies, we tested how intellectually high-functioning children and adults on the autism spectrum use and understand these early- and late-acquired spatial terms in comparison to typically developing age-matched individuals. We found that children and adults on the autism spectrum experience difficulties with the use of some spatial terms (e.g. near and far or out of and down off) but not with others, which are acquired early (e.g. in and on or over and under). We also found that remembering spatial terms from short stories was more difficult for the individuals on the autism spectrum compared with typically developing individuals. These results reveal difficulties that can profoundly affect everyday communication of children and adults on the autism spectrum but also open new directions of research on language development in autism spectrum disorders. En ligne : http://dx.doi.org/10.1177/1362361320921040 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=431

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