An Autistic "Linguatype"? Neologisms, New Words, and New Insights / Emily ZANE in Autism Research, 18-8 (August 2025)  

Public ISBD [article]  inAutism Research > 18-8 (August 2025) . - p.1518-1534 Titre : An Autistic "Linguatype"? Neologisms, New Words, and New Insights Type de document : Texte imprimé et/ou numérique Auteurs : Emily ZANE, Auteur ; Rhiannon J. LUYSTER, Auteur Article en page(s) : p.1518-1534 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : ABSTRACT In this commentary, we present new ideas about autistic neologisms. This essay has two primary goals. First, we argue that an autistic predilection to form neologisms generates intriguing new hypotheses about language in autism, including the possibility that a tendency to use neologisms could be a featural element of an autistic ?linguatype? (as in ?phenotype?). Second, we suggest that the study of neologism meaning, form, and use can yield insights about a specific speaker and about autistic language, generally. To support both aims, we present the largest collection to date of autistic neologisms. We supply an initial framework for considering and analyzing them, and we apply this framework to some of our collected examples, showing how individual neologisms can offer insights about their creators. Importantly, we suggest that neologism creation may sometimes signify linguistic giftedness, pushing back against traditional notions suggesting autistic neologisms are always evidence of language deficit. We hope this exercise will convince our community that autistic neologisms are deserving of more scientific attention and study. More broadly, by demonstrating the potential value of one feature of autistic language, we aspire to advance collective appreciation for the complexity of autistic language and thought. En ligne : https://doi.org/10.1002/aur.70080 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566 [article] An Autistic "Linguatype"? Neologisms, New Words, and New Insights [Texte imprimé et/ou numérique] / Emily ZANE, Auteur ; Rhiannon J. LUYSTER, Auteur . - p.1518-1534. Langues : Anglais (eng) in Autism Research > 18-8 (August 2025) . - p.1518-1534 Index. décimale : PER Périodiques Résumé : ABSTRACT In this commentary, we present new ideas about autistic neologisms. This essay has two primary goals. First, we argue that an autistic predilection to form neologisms generates intriguing new hypotheses about language in autism, including the possibility that a tendency to use neologisms could be a featural element of an autistic ?linguatype? (as in ?phenotype?). Second, we suggest that the study of neologism meaning, form, and use can yield insights about a specific speaker and about autistic language, generally. To support both aims, we present the largest collection to date of autistic neologisms. We supply an initial framework for considering and analyzing them, and we apply this framework to some of our collected examples, showing how individual neologisms can offer insights about their creators. Importantly, we suggest that neologism creation may sometimes signify linguistic giftedness, pushing back against traditional notions suggesting autistic neologisms are always evidence of language deficit. We hope this exercise will convince our community that autistic neologisms are deserving of more scientific attention and study. More broadly, by demonstrating the potential value of one feature of autistic language, we aspire to advance collective appreciation for the complexity of autistic language and thought. En ligne : https://doi.org/10.1002/aur.70080 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=566

Conventions for unconventional language: Revisiting a framework for spoken language features in autism / Rhiannon J. LUYSTER in Autism & Developmental Language Impairments, 7 (January-December 2022)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 7 (January-December 2022) Titre : Conventions for unconventional language: Revisiting a framework for spoken language features in autism Type de document : Texte imprimé et/ou numérique Auteurs : Rhiannon J. LUYSTER, Auteur ; Emily ZANE, Auteur ; Lisa WISMAN WEIL, Auteur Langues : Anglais (eng) Mots-clés : Autism  language  echolalia  neologisms  repetitive speech Index. décimale : PER Périodiques Résumé : Background and aims Autism has long been characterized by a range of spoken language features, including, for instance: the tendency to repeat words and phrases, the use of invented words, and œpedantic � language. These observations have been the source of considerable disagreement in both the theoretical and applied realms. Despite persistent professional interest in these language features, there has been little consensus around terminology, definitions and developmental/clinical interpretation. Main contribution This review paper updates and expands an existing framework for unconventional language in autism to include a broader range of non-generative (echolalia and self-repetition) and generative (idiosyncratic phrases, neologisms and pedantic language) features often observed in the language of individuals on the autism spectrum. For each aspect of the framework, we review the various definitions and measurement approaches, and we provide a summary of individual and contextual correlates. We also propose some transitional language features that may bridge non-generative and generative domains (e.g., mitigated echolalia and gestalt language). Conclusions This updated framework offers a unified taxonomy and nomenclature that can facilitate further investigation and interpretation of unconventional language in autism. Implications There are important implications of this work for our understanding of the complex interplay between autism and language development. Equally important are the clinical ramifications that will guide evidence-based practice in assessment and intervention for individuals on the autism spectrum. En ligne : http://dx.doi.org/10.1177/23969415221105472 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Conventions for unconventional language: Revisiting a framework for spoken language features in autism [Texte imprimé et/ou numérique] / Rhiannon J. LUYSTER, Auteur ; Emily ZANE, Auteur ; Lisa WISMAN WEIL, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 7 (January-December 2022) Mots-clés : Autism  language  echolalia  neologisms  repetitive speech Index. décimale : PER Périodiques Résumé : Background and aims Autism has long been characterized by a range of spoken language features, including, for instance: the tendency to repeat words and phrases, the use of invented words, and œpedantic � language. These observations have been the source of considerable disagreement in both the theoretical and applied realms. Despite persistent professional interest in these language features, there has been little consensus around terminology, definitions and developmental/clinical interpretation. Main contribution This review paper updates and expands an existing framework for unconventional language in autism to include a broader range of non-generative (echolalia and self-repetition) and generative (idiosyncratic phrases, neologisms and pedantic language) features often observed in the language of individuals on the autism spectrum. For each aspect of the framework, we review the various definitions and measurement approaches, and we provide a summary of individual and contextual correlates. We also propose some transitional language features that may bridge non-generative and generative domains (e.g., mitigated echolalia and gestalt language). Conclusions This updated framework offers a unified taxonomy and nomenclature that can facilitate further investigation and interpretation of unconventional language in autism. Implications There are important implications of this work for our understanding of the complex interplay between autism and language development. Equally important are the clinical ramifications that will guide evidence-based practice in assessment and intervention for individuals on the autism spectrum. En ligne : http://dx.doi.org/10.1177/23969415221105472 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

Impact of conversational context on gaze patterns of autistic and non-autistic adolescents / Amelia REES ; Julia MERTENS ; Emily ZANE in Research in Autism, 125 (July 2025)  

Public ISBD [article]  inResearch in Autism > 125 (July 2025) . - p.202606 Titre : Impact of conversational context on gaze patterns of autistic and non-autistic adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Amelia REES, Auteur ; Julia MERTENS, Auteur ; Emily ZANE, Auteur Article en page(s) : p.202606 Langues : Anglais (eng) Mots-clés : Autism  Conversation  Eye gaze  Cognition Index. décimale : PER Périodiques Résumé : Purpose Few studies of social gaze by autistic individuals have focused on live interactions and those studies have been limited to conversations with a single partner. The purpose of this study was to investigate the impact of conversational variations in cognitive load on social gaze of autistic and non-autistic adolescents while engaging with two conversation partners. Methods Participants engaged in a conversation where two research assistants (RAs) and the participant each shared personal memories and engaged with each other through question asking and commenting. We used eye-tracking glasses to record and analyze participants" gaze in response to two questions: One question was open-ended and referenced an unusual topic (high cognitive demand), while the other question required a simple yes or no response about a common topic (low cognitive demand). Results Non-autistic adolescents gazed more at the faces of either RA than their autistic peers. Both participant groups gazed more at the face of the RA who had just asked a question. Post-hoc pairwise comparisons revealed that non-autistic participants gazed significantly more at the RA asking the yes/no question than the RA asking the open-ended question condition, but autistic participants showed no such gaze difference across question type. Conclusion These findings indicate a pattern of interactional gaze that is influenced not only by neurotype, but also by conversational features, such as the difficulty of the question and the overall social demands of interacting with more than one person. En ligne : https://doi.org/10.1016/j.reia.2025.202606 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=559 [article] Impact of conversational context on gaze patterns of autistic and non-autistic adolescents [Texte imprimé et/ou numérique] / Amelia REES, Auteur ; Julia MERTENS, Auteur ; Emily ZANE, Auteur . - p.202606. Langues : Anglais (eng) in Research in Autism > 125 (July 2025) . - p.202606 Mots-clés : Autism  Conversation  Eye gaze  Cognition Index. décimale : PER Périodiques Résumé : Purpose Few studies of social gaze by autistic individuals have focused on live interactions and those studies have been limited to conversations with a single partner. The purpose of this study was to investigate the impact of conversational variations in cognitive load on social gaze of autistic and non-autistic adolescents while engaging with two conversation partners. Methods Participants engaged in a conversation where two research assistants (RAs) and the participant each shared personal memories and engaged with each other through question asking and commenting. We used eye-tracking glasses to record and analyze participants" gaze in response to two questions: One question was open-ended and referenced an unusual topic (high cognitive demand), while the other question required a simple yes or no response about a common topic (low cognitive demand). Results Non-autistic adolescents gazed more at the faces of either RA than their autistic peers. Both participant groups gazed more at the face of the RA who had just asked a question. Post-hoc pairwise comparisons revealed that non-autistic participants gazed significantly more at the RA asking the yes/no question than the RA asking the open-ended question condition, but autistic participants showed no such gaze difference across question type. Conclusion These findings indicate a pattern of interactional gaze that is influenced not only by neurotype, but also by conversational features, such as the difficulty of the question and the overall social demands of interacting with more than one person. En ligne : https://doi.org/10.1016/j.reia.2025.202606 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=559

Structural and Contextual Cues in Third-Person Pronoun Interpretation by Children with Autism Spectrum Disorder and Their Neurotypical Peers / Marisa NAGANO in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1562-1583 Titre : Structural and Contextual Cues in Third-Person Pronoun Interpretation by Children with Autism Spectrum Disorder and Their Neurotypical Peers Type de document : Texte imprimé et/ou numérique Auteurs : Marisa NAGANO, Auteur ; Emily ZANE, Auteur ; Ruth B. GROSSMAN, Auteur Article en page(s) : p.1562-1583 Langues : Anglais (eng) Mots-clés : Autism  Eye-tracking  Pragmatics  Pronoun  Reference  Weak central coherence Index. décimale : PER Périodiques Résumé : This study investigates the use of structural and discourse contextual cues in the interpretation of third-person pronouns by children and adolescents with autism and their neurotypical peers. Results show that referent-biasing contextual information influences pronominal interpretation and modulates looking patterns in both groups compared to a context-neutral condition. These results go against the predictions of Weak Central Coherence and the notion that pragmatics in general is impaired in ASD, since the ASD group was able to use details in discourse context to influence the pronominal interpretation process. However, although discourse context influenced looking patterns in both groups, the groups nevertheless diverged in the nature of these patterns, suggesting that behavioral differences may emerge in more complicated discourse tasks. En ligne : http://dx.doi.org/10.1007/s10803-020-04645-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 [article] Structural and Contextual Cues in Third-Person Pronoun Interpretation by Children with Autism Spectrum Disorder and Their Neurotypical Peers [Texte imprimé et/ou numérique] / Marisa NAGANO, Auteur ; Emily ZANE, Auteur ; Ruth B. GROSSMAN, Auteur . - p.1562-1583. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-5 (May 2021) . - p.1562-1583 Mots-clés : Autism  Eye-tracking  Pragmatics  Pronoun  Reference  Weak central coherence Index. décimale : PER Périodiques Résumé : This study investigates the use of structural and discourse contextual cues in the interpretation of third-person pronouns by children and adolescents with autism and their neurotypical peers. Results show that referent-biasing contextual information influences pronominal interpretation and modulates looking patterns in both groups compared to a context-neutral condition. These results go against the predictions of Weak Central Coherence and the notion that pragmatics in general is impaired in ASD, since the ASD group was able to use details in discourse context to influence the pronominal interpretation process. However, although discourse context influenced looking patterns in both groups, the groups nevertheless diverged in the nature of these patterns, suggesting that behavioral differences may emerge in more complicated discourse tasks. En ligne : http://dx.doi.org/10.1007/s10803-020-04645-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445

Verbal fluency and autism: Reframing current data through the lens of monotropism / Alaina GRISSOM in Autism Research, 17-2 (February 2024)  

Public ISBD [article]  inAutism Research > 17-2 (February 2024) . - p.324-337 Titre : Verbal fluency and autism: Reframing current data through the lens of monotropism Type de document : Texte imprimé et/ou numérique Auteurs : Alaina GRISSOM, Auteur ; Erinn FINKE, Auteur ; Emily ZANE, Auteur Article en page(s) : p.324-337 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract The purpose of this study was to reexamine research that used verbal fluency tasks to reinforce assumed deficits in word knowledge and retrieval in the autistic population. We identified seventeen articles that compared the performance of autistic and non-autistic people on verbal fluency measures and provided an interpretation of the observed performance. In this narrative review, we summarize many components of these studies, including a comprehensive account of how authors framed their research findings. Overall, results of the studies showed variation both between and within groups in terms of total number of correct words, how many subsequent words fell into subcategories, and how frequently participants switched between subcategories. Despite wide variation in findings across studies, authors consistently interpreted results as revealing or reinforcing autistic deficits. To contrast the deficit narrative, we offer an alternative interpretation of findings by considering how they could provide support for the autistic-led theory of monotropism. This alternative interpretation accounts for the inconsistencies in findings between studies, since wide individual variation in performance is an expected feature of the monotropic theory. We use our review as an exercise in reframing a body of literature from a neurodiversity-affirming perspective. We propose this as a case example and model for how autism research and clinical practice can move away from the consistent narrative of autism deficits that has pervaded our field for decades. Accordingly, we offer suggestions for future research and clinical practice. En ligne : https://doi.org/10.1002/aur.3071 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=522 [article] Verbal fluency and autism: Reframing current data through the lens of monotropism [Texte imprimé et/ou numérique] / Alaina GRISSOM, Auteur ; Erinn FINKE, Auteur ; Emily ZANE, Auteur . - p.324-337. Langues : Anglais (eng) in Autism Research > 17-2 (February 2024) . - p.324-337 Index. décimale : PER Périodiques Résumé : Abstract The purpose of this study was to reexamine research that used verbal fluency tasks to reinforce assumed deficits in word knowledge and retrieval in the autistic population. We identified seventeen articles that compared the performance of autistic and non-autistic people on verbal fluency measures and provided an interpretation of the observed performance. In this narrative review, we summarize many components of these studies, including a comprehensive account of how authors framed their research findings. Overall, results of the studies showed variation both between and within groups in terms of total number of correct words, how many subsequent words fell into subcategories, and how frequently participants switched between subcategories. Despite wide variation in findings across studies, authors consistently interpreted results as revealing or reinforcing autistic deficits. To contrast the deficit narrative, we offer an alternative interpretation of findings by considering how they could provide support for the autistic-led theory of monotropism. This alternative interpretation accounts for the inconsistencies in findings between studies, since wide individual variation in performance is an expected feature of the monotropic theory. We use our review as an exercise in reframing a body of literature from a neurodiversity-affirming perspective. We propose this as a case example and model for how autism research and clinical practice can move away from the consistent narrative of autism deficits that has pervaded our field for decades. Accordingly, we offer suggestions for future research and clinical practice. En ligne : https://doi.org/10.1002/aur.3071 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=522

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