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 Auteurs : Emily ZANE, Auteur ; Rhiannon 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] / Emily ZANE, Auteur ; Rhiannon 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

Comparing Frequency of Listener Responses Between Adolescents with and Without ASD During Conversation / Holly MATTHEWMAN in Journal of Autism and Developmental Disorders, 52-3 (March 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1007-1018 Titre : Comparing Frequency of Listener Responses Between Adolescents with and Without ASD During Conversation Type de document : texte imprimé Auteurs : Holly MATTHEWMAN, Auteur ; Emily ZANE, Auteur ; Ruth B. GROSSMAN, Auteur Article en page(s) : p.1007-1018 Langues : Anglais (eng) Mots-clés : Adolescent  Auditory Perception  Autism Spectrum Disorder  Communication  Comprehension  Humans  Autism spectrum disorder  Backchanneling  Conversation  Eye contact  Gaze  Listener feedback Index. décimale : PER Périodiques Résumé : In conversation, the listener plays an active role in conversation success, specifically by providing listener feedback which signals comprehension and interest. Previous work has shown that frequency of feedback positively correlates with conversation success. Because individuals with ASD are known to struggle with various conversational skills, e.g., turn-taking and commenting, this study examines their use of listener feedback by comparing the frequency of feedback produced by 20 adolescents with ASD and 23 neurotypical (NT) adolescents. We coded verbal and nonverbal listener feedback during the time when participants were listening in a semi-structured interview with a research assistant. Results show that ASD participants produced significantly fewer instances of listener feedback than NT adolescents, which likely contributes to difficulties with social interactions. En ligne : http://dx.doi.org/10.1007/s10803-021-04996-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 [article] Comparing Frequency of Listener Responses Between Adolescents with and Without ASD During Conversation [texte imprimé] / Holly MATTHEWMAN, Auteur ; Emily ZANE, Auteur ; Ruth B. GROSSMAN, Auteur . - p.1007-1018. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-3 (March 2022) . - p.1007-1018 Mots-clés : Adolescent  Auditory Perception  Autism Spectrum Disorder  Communication  Comprehension  Humans  Autism spectrum disorder  Backchanneling  Conversation  Eye contact  Gaze  Listener feedback Index. décimale : PER Périodiques Résumé : In conversation, the listener plays an active role in conversation success, specifically by providing listener feedback which signals comprehension and interest. Previous work has shown that frequency of feedback positively correlates with conversation success. Because individuals with ASD are known to struggle with various conversational skills, e.g., turn-taking and commenting, this study examines their use of listener feedback by comparing the frequency of feedback produced by 20 adolescents with ASD and 23 neurotypical (NT) adolescents. We coded verbal and nonverbal listener feedback during the time when participants were listening in a semi-structured interview with a research assistant. Results show that ASD participants produced significantly fewer instances of listener feedback than NT adolescents, which likely contributes to difficulties with social interactions. En ligne : http://dx.doi.org/10.1007/s10803-021-04996-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455

Conventions for unconventional language: Revisiting a framework for spoken language features in autism / Rhiannon 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 Auteurs : Rhiannon 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] / Rhiannon 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

How Anxious Do You Think I Am? Relationship Between State and Trait Anxiety in Children With and Without ASD During Social Tasks / Julia MERTENS in Journal of Autism and Developmental Disorders, 47-12 (December 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-12 (December 2017) . - p.3692-3703 Titre : How Anxious Do You Think I Am? Relationship Between State and Trait Anxiety in Children With and Without ASD During Social Tasks Type de document : texte imprimé Auteurs : Julia MERTENS, Auteur ; Emily R. ZANE, Auteur ; K. NEUMEYER, Auteur ; Ruth B. GROSSMAN, Auteur Année de publication : 2017 Article en page(s) : p.3692-3703 Langues : Anglais (eng) Mots-clés : Asd  Anxiety  Biophysiology  Standardized measures Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) often exhibit increased anxiety, even in non-stressful situations. We investigate general anxiousness (anxiety trait) and responses to stressful situations (anxiety state) in 22 adolescents with ASD and 32 typically developing controls. We measured trait anxiety with standardized self- and parent-reported questionnaires. We used a Biopac system to capture state anxiety via skin conductance responses, mean heart rate and heart rate variability during high- and low-anxiety tasks. Results reveal higher trait anxiety in adolescents with ASD (p < 0.05) and no group difference in state anxiety. Increased parent-reported trait anxiety may predict decreased state anxiety during high-stress conditions. Together, these findings suggest that higher trait anxiety may result in dampened physical responses to stress. En ligne : http://dx.doi.org/10.1007/s10803-016-2979-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=325 [article] How Anxious Do You Think I Am? Relationship Between State and Trait Anxiety in Children With and Without ASD During Social Tasks [texte imprimé] / Julia MERTENS, Auteur ; Emily R. ZANE, Auteur ; K. NEUMEYER, Auteur ; Ruth B. GROSSMAN, Auteur . - 2017 . - p.3692-3703. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-12 (December 2017) . - p.3692-3703 Mots-clés : Asd  Anxiety  Biophysiology  Standardized measures Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) often exhibit increased anxiety, even in non-stressful situations. We investigate general anxiousness (anxiety trait) and responses to stressful situations (anxiety state) in 22 adolescents with ASD and 32 typically developing controls. We measured trait anxiety with standardized self- and parent-reported questionnaires. We used a Biopac system to capture state anxiety via skin conductance responses, mean heart rate and heart rate variability during high- and low-anxiety tasks. Results reveal higher trait anxiety in adolescents with ASD (p < 0.05) and no group difference in state anxiety. Increased parent-reported trait anxiety may predict decreased state anxiety during high-stress conditions. Together, these findings suggest that higher trait anxiety may result in dampened physical responses to stress. En ligne : http://dx.doi.org/10.1007/s10803-016-2979-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=325

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 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] / 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

Like, it’s important: The frequency and use of the discourse marker like in older autistic children / Rebekah JONES in Autism & Developmental Language Impairments, 7 (January-December 2022)  

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Motion-Capture Patterns of Voluntarily Mimicked Dynamic Facial Expressions in Children and Adolescents With and Without ASD / Emily ZANE in Journal of Autism and Developmental Disorders, 49-3 (March 2019)  

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Normal but Different: Autistic Adolescents Who Score Within Normal Ranges on Standardized Language Tests Produce Frequent Linguistic Irregularities in Spontaneous Discourse / Emily R. ZANE in Autism & Developmental Language Impairments, 9 (January-December 2024)  

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Perceptions of self and other: Social judgments and gaze patterns to videos of adolescents with and without autism spectrum disorder / Ruth B. GROSSMAN in Autism, 23-4 (May 2019)  

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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)  

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

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