Autistic children’s reading comprehension revisited through eye-tracking: Evidence from bridging inferencing / Eleni PERISTERI in Research in Autism, 128 (October 2025)  

Public ISBD [article]  inResearch in Autism > 128 (October 2025) . - p.202721 Titre : Autistic children’s reading comprehension revisited through eye-tracking: Evidence from bridging inferencing Type de document : texte imprimé Auteurs : Eleni PERISTERI, Auteur ; Michaela NERANTZINI, Auteur ; Timothy C. PAPADOPOULOS, Auteur ; Spyridoula VARLOKOSTA, Auteur Article en page(s) : p.202721 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Bridging inferencing  Reading  Eye-tracking  Executive functions Index. décimale : PER Périodiques Résumé : Pragmatic language impairments are universally observed in Autism Spectrum Disorders. Inferencing, i.e., combining information within text and using background knowledge to go beyond what is explicitly stated in the text to make a conjecture, has been a challenging pragmatic domain for autistic children. Most studies that have investigated inferencing in autism have used behavioral measurements. The objective of the current study was to assess inferencing in autistic and age-matched typically-developing children by employing eye-tracking to capture children’s ‘in-the-moment’ eye gaze behaviors while reading short passages. We also investigated links between children’s inferencing and executive function skills. The study included 19 autistic children and 19 age-matched typically-developing children. Groups were administered an eye-tracking task that assessed children’s inferencing skills while reading short vignettes that differed in a critical word that supported inferencing or not. Children were asked to read the vignettes and then answer questions that were either primed or not by the inference. The two groups were also assessed on executive functions, including working memory and attention. We found that autistic children exhibited lower comprehension accuracy in passages not primed by inferencing as compared to those that were primed, and also spent more looking time on primed passages than the typically-developing children. Moreover, while inferencing in typically-developing children was significantly related to their executive function skills, no such relations were observed for the autistic group. The overall findings show that reading comprehension for the autistic children was reduced when questions did not anchor to previous discourse through bridging inferencing. Finally, inferencing in the autistic group did not rely on executive functions to the same extent as in typically-developing children. En ligne : https://doi.org/10.1016/j.reia.2025.202721 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570 [article] Autistic children’s reading comprehension revisited through eye-tracking: Evidence from bridging inferencing [texte imprimé] / Eleni PERISTERI, Auteur ; Michaela NERANTZINI, Auteur ; Timothy C. PAPADOPOULOS, Auteur ; Spyridoula VARLOKOSTA, Auteur . - p.202721. Langues : Anglais (eng) in Research in Autism > 128 (October 2025) . - p.202721 Mots-clés : Autism spectrum disorders  Bridging inferencing  Reading  Eye-tracking  Executive functions Index. décimale : PER Périodiques Résumé : Pragmatic language impairments are universally observed in Autism Spectrum Disorders. Inferencing, i.e., combining information within text and using background knowledge to go beyond what is explicitly stated in the text to make a conjecture, has been a challenging pragmatic domain for autistic children. Most studies that have investigated inferencing in autism have used behavioral measurements. The objective of the current study was to assess inferencing in autistic and age-matched typically-developing children by employing eye-tracking to capture children’s ‘in-the-moment’ eye gaze behaviors while reading short passages. We also investigated links between children’s inferencing and executive function skills. The study included 19 autistic children and 19 age-matched typically-developing children. Groups were administered an eye-tracking task that assessed children’s inferencing skills while reading short vignettes that differed in a critical word that supported inferencing or not. Children were asked to read the vignettes and then answer questions that were either primed or not by the inference. The two groups were also assessed on executive functions, including working memory and attention. We found that autistic children exhibited lower comprehension accuracy in passages not primed by inferencing as compared to those that were primed, and also spent more looking time on primed passages than the typically-developing children. Moreover, while inferencing in typically-developing children was significantly related to their executive function skills, no such relations were observed for the autistic group. The overall findings show that reading comprehension for the autistic children was reduced when questions did not anchor to previous discourse through bridging inferencing. Finally, inferencing in the autistic group did not rely on executive functions to the same extent as in typically-developing children. En ligne : https://doi.org/10.1016/j.reia.2025.202721 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=570

The typical and atypical developing mind: a common model / Andreas DEMETRIOU in Development and Psychopathology, 37-2 (May 2025)  

Public ISBD [article]  inDevelopment and Psychopathology > 37-2 (May 2025) . - p.1095-1107 Titre : The typical and atypical developing mind: a common model Type de document : texte imprimé Auteurs : Andreas DEMETRIOU, Auteur ; George SPANOUDIS, Auteur ; Timothy C. PAPADOPOULOS, Auteur Article en page(s) : p.1095-1107 Langues : Anglais (eng) Mots-clés : architecture of mind  atypical mind  cognitive development  neurodevelopmental disorders  typical mind Index. décimale : PER Périodiques Résumé : We present a theory of atypical development based on a developmental theory of the typical mind integrating developmental, cognitive, and psychometric theory and research. The paper comprises three parts. First, it outlines the theory of typical development. The theory postulates central cognitive mechanisms, such as relational integration, executive and inferential processes, and domain-specific processes underlying different environmental relations, such as visuospatial or quantitative relations. Cognitive development advances in cycles satisfying developmental priorities in mastering these systems, such as executive control from 2-6 years, inferential control from 7-11 years, and truth control from 12-18 years. Second, we discuss atypical development, showing how each neurodevelopmental disorder emerges from deficiencies in one or more of the processes comprising the architecture of the mind. Deficiencies in relational integration mechanisms, together with deficiencies in social understanding, yield autism spectrum disorder. Deficiencies in executive processes yield attention-deficit and hyperactivity disorder. Deficiencies in symbolic representation yield specialized learning difficulties, such as dyslexia and dyscalculia. Finally, we discuss clinical and educational implications, suggesting the importance of early diagnosis of malfunctioning in each of these dimensions and specific programs for their remediation. En ligne : https://dx.doi.org/10.1017/S0954579424000944 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=552 [article] The typical and atypical developing mind: a common model [texte imprimé] / Andreas DEMETRIOU, Auteur ; George SPANOUDIS, Auteur ; Timothy C. PAPADOPOULOS, Auteur . - p.1095-1107. Langues : Anglais (eng) in Development and Psychopathology > 37-2 (May 2025) . - p.1095-1107 Mots-clés : architecture of mind  atypical mind  cognitive development  neurodevelopmental disorders  typical mind Index. décimale : PER Périodiques Résumé : We present a theory of atypical development based on a developmental theory of the typical mind integrating developmental, cognitive, and psychometric theory and research. The paper comprises three parts. First, it outlines the theory of typical development. The theory postulates central cognitive mechanisms, such as relational integration, executive and inferential processes, and domain-specific processes underlying different environmental relations, such as visuospatial or quantitative relations. Cognitive development advances in cycles satisfying developmental priorities in mastering these systems, such as executive control from 2-6 years, inferential control from 7-11 years, and truth control from 12-18 years. Second, we discuss atypical development, showing how each neurodevelopmental disorder emerges from deficiencies in one or more of the processes comprising the architecture of the mind. Deficiencies in relational integration mechanisms, together with deficiencies in social understanding, yield autism spectrum disorder. Deficiencies in executive processes yield attention-deficit and hyperactivity disorder. Deficiencies in symbolic representation yield specialized learning difficulties, such as dyslexia and dyscalculia. Finally, we discuss clinical and educational implications, suggesting the importance of early diagnosis of malfunctioning in each of these dimensions and specific programs for their remediation. En ligne : https://dx.doi.org/10.1017/S0954579424000944 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=552

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