Predictive processing of music and language in autism: Evidence from Mandarin and English speakers / Jia Hoong ONG ; Anamarija VEIC ; Aniruddh D. PATEL ; Cunmei JIANG ; Allison R. FOGEL ; Li WANG ; Qingqi HOU ; Dipsikha DAS ; Cara CRASTO ; Bhismadev CHAKRABARTI ; Tim I. WILLIAMS ; Ariadne LOUTRARI ; Fang LIU in Autism Research, 17-6 (June 2024)  

Public ISBD [article]  inAutism Research > 17-6 (June 2024) . - p.1230-1257 Titre : Predictive processing of music and language in autism: Evidence from Mandarin and English speakers Type de document : Texte imprimé et/ou numérique Auteurs : Jia Hoong ONG, Auteur ; Anamarija VEIC, Auteur ; Aniruddh D. PATEL, Auteur ; Cunmei JIANG, Auteur ; Allison R. FOGEL, Auteur ; Li WANG, Auteur ; Qingqi HOU, Auteur ; Dipsikha DAS, Auteur ; Cara CRASTO, Auteur ; Bhismadev CHAKRABARTI, Auteur ; Tim I. WILLIAMS, Auteur ; Ariadne LOUTRARI, Auteur ; Fang LIU, Auteur Article en page(s) : p.1230-1257 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Atypical predictive processing has been associated with autism across multiple domains, based mainly on artificial antecedents and consequents. As structured sequences where expectations derive from implicit learning of combinatorial principles, language and music provide naturalistic stimuli for investigating predictive processing. In this study, we matched melodic and sentence stimuli in cloze probabilities and examined musical and linguistic prediction in Mandarin- (Experiment 1) and English-speaking (Experiment 2) autistic and non-autistic individuals using both production and perception tasks. In the production tasks, participants listened to unfinished melodies/sentences and then produced the final notes/words to complete these items. In the perception tasks, participants provided expectedness ratings of the completed melodies/sentences based on the most frequent notes/words in the norms. While Experiment 1 showed intact musical prediction but atypical linguistic prediction in autism in the Mandarin sample that demonstrated imbalanced musical training experience and receptive vocabulary skills between groups, the group difference disappeared in a more closely matched sample of English speakers in Experiment 2. These findings suggest the importance of taking an individual differences approach when investigating predictive processing in music and language in autism, as the difficulty in prediction in autism may not be due to generalized problems with prediction in any type of complex sequence processing. En ligne : https://doi.org/10.1002/aur.3133 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=531 [article] Predictive processing of music and language in autism: Evidence from Mandarin and English speakers [Texte imprimé et/ou numérique] / Jia Hoong ONG, Auteur ; Anamarija VEIC, Auteur ; Aniruddh D. PATEL, Auteur ; Cunmei JIANG, Auteur ; Allison R. FOGEL, Auteur ; Li WANG, Auteur ; Qingqi HOU, Auteur ; Dipsikha DAS, Auteur ; Cara CRASTO, Auteur ; Bhismadev CHAKRABARTI, Auteur ; Tim I. WILLIAMS, Auteur ; Ariadne LOUTRARI, Auteur ; Fang LIU, Auteur . - p.1230-1257. Langues : Anglais (eng) in Autism Research > 17-6 (June 2024) . - p.1230-1257 Index. décimale : PER Périodiques Résumé : Abstract Atypical predictive processing has been associated with autism across multiple domains, based mainly on artificial antecedents and consequents. As structured sequences where expectations derive from implicit learning of combinatorial principles, language and music provide naturalistic stimuli for investigating predictive processing. In this study, we matched melodic and sentence stimuli in cloze probabilities and examined musical and linguistic prediction in Mandarin- (Experiment 1) and English-speaking (Experiment 2) autistic and non-autistic individuals using both production and perception tasks. In the production tasks, participants listened to unfinished melodies/sentences and then produced the final notes/words to complete these items. In the perception tasks, participants provided expectedness ratings of the completed melodies/sentences based on the most frequent notes/words in the norms. While Experiment 1 showed intact musical prediction but atypical linguistic prediction in autism in the Mandarin sample that demonstrated imbalanced musical training experience and receptive vocabulary skills between groups, the group difference disappeared in a more closely matched sample of English speakers in Experiment 2. These findings suggest the importance of taking an individual differences approach when investigating predictive processing in music and language in autism, as the difficulty in prediction in autism may not be due to generalized problems with prediction in any type of complex sequence processing. En ligne : https://doi.org/10.1002/aur.3133 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=531

Using music to assist language learning in autistic children with minimal verbal language: The MAP feasibility RCT / Tim I. WILLIAMS in Autism, 28-10 (October 2024)  

Public ISBD [article]  inAutism > 28-10 (October 2024) . - p.2515-2533 Titre : Using music to assist language learning in autistic children with minimal verbal language: The MAP feasibility RCT Type de document : Texte imprimé et/ou numérique Auteurs : Tim I. WILLIAMS, Auteur ; Tom LOUCAS, Auteur ; Jacqueline SIN, Auteur ; Mirjana JEREMIC, Auteur ; Sina MEYER, Auteur ; Sam BOSELEY, Auteur ; Sara FINCHAM-MAJUMDAR, Auteur ; Georgia ASLETT, Auteur ; Ruan RENSHAW, Auteur ; Fang LIU, Auteur Article en page(s) : p.2515-2533 Langues : Anglais (eng) Mots-clés : autism  early language learning  music  parent-child interaction  social communication Index. décimale : PER Périodiques Résumé : Music has been shown to improve social interaction and attention to verbal stimuli in autism. We report a feasibility randomised controlled trial of an online intervention using music-assisted programmes, compared with best-practice treatment (Social Communication Intervention for Pre-schoolers-Intensive) for language learning in preschool autistic children with minimal verbal language. Minimisation randomisation ensured comparability of groups before intervention. Ninety-one people expressed interest in taking part; 27 met eligibility criteria and were randomised to receive either music-assisted programmes or Social Communication Intervention for Pre-schoolers-Intensive. Children and their parent received two 45-min sessions weekly, over 18?weeks, coached online by a speech and language therapist. A smartphone app was developed to support home-based practice between sessions. Over the study period, 20% of participants completed the intervention and assessments of outcome measures. At 3?months post-intervention follow-up, social responsiveness, understanding of words and phrases and number of words spoken and parent-child interaction improved more in the music-assisted programmes than the Social Communication Intervention for Pre-schoolers-Intensive group. The results demonstrate the feasibility of recruiting this population into a randomised controlled trial and the music-assisted programmes had high perceived acceptability highlighted by parent interviews. A full clinical trial to establish music-assisted programmes' effectiveness in improving early vocabulary learning in autistic children is warranted. Lay abstract Research has shown that autistic individuals often have unusually good musical skills and that combining words and music helps autistic individuals to focus on spoken words. This study tests the idea that music will help with early language learning of preschool autistic children. The results show that when caregivers sing words to autistic children, the children pay more attention to the caregiver than when the words are spoken and that they learn word combinations more easily. En ligne : https://dx.doi.org/10.1177/13623613241233804 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 [article] Using music to assist language learning in autistic children with minimal verbal language: The MAP feasibility RCT [Texte imprimé et/ou numérique] / Tim I. WILLIAMS, Auteur ; Tom LOUCAS, Auteur ; Jacqueline SIN, Auteur ; Mirjana JEREMIC, Auteur ; Sina MEYER, Auteur ; Sam BOSELEY, Auteur ; Sara FINCHAM-MAJUMDAR, Auteur ; Georgia ASLETT, Auteur ; Ruan RENSHAW, Auteur ; Fang LIU, Auteur . - p.2515-2533. Langues : Anglais (eng) in Autism > 28-10 (October 2024) . - p.2515-2533 Mots-clés : autism  early language learning  music  parent-child interaction  social communication Index. décimale : PER Périodiques Résumé : Music has been shown to improve social interaction and attention to verbal stimuli in autism. We report a feasibility randomised controlled trial of an online intervention using music-assisted programmes, compared with best-practice treatment (Social Communication Intervention for Pre-schoolers-Intensive) for language learning in preschool autistic children with minimal verbal language. Minimisation randomisation ensured comparability of groups before intervention. Ninety-one people expressed interest in taking part; 27 met eligibility criteria and were randomised to receive either music-assisted programmes or Social Communication Intervention for Pre-schoolers-Intensive. Children and their parent received two 45-min sessions weekly, over 18?weeks, coached online by a speech and language therapist. A smartphone app was developed to support home-based practice between sessions. Over the study period, 20% of participants completed the intervention and assessments of outcome measures. At 3?months post-intervention follow-up, social responsiveness, understanding of words and phrases and number of words spoken and parent-child interaction improved more in the music-assisted programmes than the Social Communication Intervention for Pre-schoolers-Intensive group. The results demonstrate the feasibility of recruiting this population into a randomised controlled trial and the music-assisted programmes had high perceived acceptability highlighted by parent interviews. A full clinical trial to establish music-assisted programmes' effectiveness in improving early vocabulary learning in autistic children is warranted. Lay abstract Research has shown that autistic individuals often have unusually good musical skills and that combining words and music helps autistic individuals to focus on spoken words. This study tests the idea that music will help with early language learning of preschool autistic children. The results show that when caregivers sing words to autistic children, the children pay more attention to the caregiver than when the words are spoken and that they learn word combinations more easily. En ligne : https://dx.doi.org/10.1177/13623613241233804 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536

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