Acquisition of Speech Prosody in a Non-native Tone Language by Children With and Without Autism Spectrum Disorder / Si CHEN in Journal of Autism and Developmental Disorders, 56-6 (June 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2258-2272 Titre : Acquisition of Speech Prosody in a Non-native Tone Language by Children With and Without Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Si CHEN, Auteur ; Yixin ZHANG, Auteur ; Meixuan LI, Auteur ; Bin LI, Auteur ; Shuang LU, Auteur ; Angel CHAN, Auteur ; Haoyan GE, Auteur ; Tempo TANG, Auteur ; Zhuoming CHEN, Auteur Article en page(s) : p.2258-2272 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Purpose: Children with autism spectrum disorder (ASD) often show abnormal speech prosody. Tonal languages can pose more difficulties as speakers need to use acoustic cues to make lexical contrasts while encoding the focal function, but the acquisition of speech prosody of non-native languages, especially tonal languages has rarely been investigated. Methods: This study aims to fill in the aforementioned gap by studying prosodic focus-marking in Mandarin by native Cantonese-speaking children with ASD (n = 25), in comparison with their typically developing (TD) peers (n = 20) and native Mandarin-speaking children (n = 20). Natural prosodic marking of different types of focus was elicited by picture-based prompt questions, recorded and analyzed acoustically. Results: The autistic children made use of fewer acoustic cues and produced less evident on-focus expansion in these cues than TD, especially the native-Mandarin speaking peers. They also demonstrated a clear preference to on-focus expansion than to post-focus compression. These children, together with their native Cantonese-speaking peers, also hyper-performed in tone realization, prioritizing lexical prosody over focus marking. Such hyper-performance may further limit their use of prosodic cues in focus marking. However, the difficulties the autistic children faced in the acquisition of speech prosody in a non-native tone language, though found, are not more than those they face in their mother tongue. Conclusion: Multilingual exposure may help the autistic children master the use of some focus marking strategies though they still need interventions to help them to implement their focus-marking knowledge more sufficiently in both native and non-native languages. En ligne : https://doi.org/10.1007/s10803-024-06698-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588 [article] Acquisition of Speech Prosody in a Non-native Tone Language by Children With and Without Autism Spectrum Disorder [texte imprimé] / Si CHEN, Auteur ; Yixin ZHANG, Auteur ; Meixuan LI, Auteur ; Bin LI, Auteur ; Shuang LU, Auteur ; Angel CHAN, Auteur ; Haoyan GE, Auteur ; Tempo TANG, Auteur ; Zhuoming CHEN, Auteur . - p.2258-2272. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-6 (June 2026) . - p.2258-2272 Index. décimale : PER Périodiques Résumé : Purpose: Children with autism spectrum disorder (ASD) often show abnormal speech prosody. Tonal languages can pose more difficulties as speakers need to use acoustic cues to make lexical contrasts while encoding the focal function, but the acquisition of speech prosody of non-native languages, especially tonal languages has rarely been investigated. Methods: This study aims to fill in the aforementioned gap by studying prosodic focus-marking in Mandarin by native Cantonese-speaking children with ASD (n = 25), in comparison with their typically developing (TD) peers (n = 20) and native Mandarin-speaking children (n = 20). Natural prosodic marking of different types of focus was elicited by picture-based prompt questions, recorded and analyzed acoustically. Results: The autistic children made use of fewer acoustic cues and produced less evident on-focus expansion in these cues than TD, especially the native-Mandarin speaking peers. They also demonstrated a clear preference to on-focus expansion than to post-focus compression. These children, together with their native Cantonese-speaking peers, also hyper-performed in tone realization, prioritizing lexical prosody over focus marking. Such hyper-performance may further limit their use of prosodic cues in focus marking. However, the difficulties the autistic children faced in the acquisition of speech prosody in a non-native tone language, though found, are not more than those they face in their mother tongue. Conclusion: Multilingual exposure may help the autistic children master the use of some focus marking strategies though they still need interventions to help them to implement their focus-marking knowledge more sufficiently in both native and non-native languages. En ligne : https://doi.org/10.1007/s10803-024-06698-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=588

Comprehension of Prosodically and Syntactically Marked Focus in Cantonese-Speaking Children With and Without Autism Spectrum Disorder / Haoyan GE in Journal of Autism and Developmental Disorders, 53-3 (March 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1255-1268 Titre : Comprehension of Prosodically and Syntactically Marked Focus in Cantonese-Speaking Children With and Without Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Haoyan GE, Auteur ; Fang LIU, Auteur ; Hoi Kwan YUEN, Auteur ; Aishu CHEN, Auteur ; Virginia YIP, Auteur Article en page(s) : p.1255-1268 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study investigated the comprehension of prosodically and syntactically marked focus by 5- to 8-year-old Cantonese-speaking children with and without autism spectrum disorder (ASD). Children listened to question-answer dialogues while looking at pictures depicting the scenarios, and judged whether the answers were correct responses to the questions. The results showed that children with ASD exhibited typically developing (TD)-like performance in the use of syntactic cues to understand focus, although they were significantly slower than their TD peers. However, children with ASD had more difficulties than their TD peers in utilizing prosodic cues in focus comprehension. These findings suggest that the comprehension difficulties found in children with ASD are domain-selective, and children with ASD are sensitive to language-specific focus marking strategies. En ligne : https://doi.org/10.1007/s10803-022-05770-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500 [article] Comprehension of Prosodically and Syntactically Marked Focus in Cantonese-Speaking Children With and Without Autism Spectrum Disorder [texte imprimé] / Haoyan GE, Auteur ; Fang LIU, Auteur ; Hoi Kwan YUEN, Auteur ; Aishu CHEN, Auteur ; Virginia YIP, Auteur . - p.1255-1268. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-3 (March 2023) . - p.1255-1268 Index. décimale : PER Périodiques Résumé : This study investigated the comprehension of prosodically and syntactically marked focus by 5- to 8-year-old Cantonese-speaking children with and without autism spectrum disorder (ASD). Children listened to question-answer dialogues while looking at pictures depicting the scenarios, and judged whether the answers were correct responses to the questions. The results showed that children with ASD exhibited typically developing (TD)-like performance in the use of syntactic cues to understand focus, although they were significantly slower than their TD peers. However, children with ASD had more difficulties than their TD peers in utilizing prosodic cues in focus comprehension. These findings suggest that the comprehension difficulties found in children with ASD are domain-selective, and children with ASD are sensitive to language-specific focus marking strategies. En ligne : https://doi.org/10.1007/s10803-022-05770-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=500

Executive functions in Cantonese-English bilingual autistic and neurotypical children: The role of first and second language exposure across different communicative contexts / Haoyan GE in Research in Autism, 138 (October 2026)  

Public ISBD [article]  inResearch in Autism > 138 (October 2026) . - p.203012 Titre : Executive functions in Cantonese-English bilingual autistic and neurotypical children: The role of first and second language exposure across different communicative contexts Type de document : texte imprimé Auteurs : Haoyan GE, Auteur ; Ruofan WU, Auteur ; Caicai ZHANG, Auteur Article en page(s) : p.203012 Langues : Anglais (eng) Mots-clés : Executive functions  Bilingual autistic children  Communicative contexts  First language exposure  Second language exposure Index. décimale : PER Périodiques Résumé : This study investigated the impact of first language (L1) and second language (L2) exposure on working memory and inhibitory control in 6- to 10-year-old Cantonese-English bilingual autistic children (N = 36, mean age = 8;05, SD = 1.02) and bilingual neurotypical children (N = 40, mean age = 8;02, SD = 1.02), with a particular focus on how different communicative contexts influence executive functions (EFs). Results from the backward digit span and Flanker tasks showed that autistic children performed similarly to their neurotypical peers in working memory but exhibited greater difficulties with inhibitory control. For autistic children, greater exposure to their L1 Cantonese in home settings was associated with improved working memory and inhibitory control. Importantly, exposure to L2 English in both home and school contexts did not adversely affect working memory or inhibitory control in autistic children. In contrast, no significant associations were observed between L1 or L2 exposure and EF performance in neurotypical children across communicative contexts. These findings provide new evidence that L2 exposure in general does not harm working memory or inhibitory control in autistic children, and highlight the critical role of specific communicative contexts in shaping EF outcomes in bilingual autistic children. En ligne : https://dx.doi.org/https://doi.org/10.1016/j.reia.2026.203012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=594 [article] Executive functions in Cantonese-English bilingual autistic and neurotypical children: The role of first and second language exposure across different communicative contexts [texte imprimé] / Haoyan GE, Auteur ; Ruofan WU, Auteur ; Caicai ZHANG, Auteur . - p.203012. Langues : Anglais (eng) in Research in Autism > 138 (October 2026) . - p.203012 Mots-clés : Executive functions  Bilingual autistic children  Communicative contexts  First language exposure  Second language exposure Index. décimale : PER Périodiques Résumé : This study investigated the impact of first language (L1) and second language (L2) exposure on working memory and inhibitory control in 6- to 10-year-old Cantonese-English bilingual autistic children (N = 36, mean age = 8;05, SD = 1.02) and bilingual neurotypical children (N = 40, mean age = 8;02, SD = 1.02), with a particular focus on how different communicative contexts influence executive functions (EFs). Results from the backward digit span and Flanker tasks showed that autistic children performed similarly to their neurotypical peers in working memory but exhibited greater difficulties with inhibitory control. For autistic children, greater exposure to their L1 Cantonese in home settings was associated with improved working memory and inhibitory control. Importantly, exposure to L2 English in both home and school contexts did not adversely affect working memory or inhibitory control in autistic children. In contrast, no significant associations were observed between L1 or L2 exposure and EF performance in neurotypical children across communicative contexts. These findings provide new evidence that L2 exposure in general does not harm working memory or inhibitory control in autistic children, and highlight the critical role of specific communicative contexts in shaping EF outcomes in bilingual autistic children. En ligne : https://dx.doi.org/https://doi.org/10.1016/j.reia.2026.203012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=594

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