Emotional Prosody Recognition in Autism Spectrum Disorder Without Intellectual Disability: A Systematic Review and Meta-Analysis / Qiyun LUO in Journal of Autism and Developmental Disorders, 56-9 (September 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-9 (September 2026) . - p.3489-3502 Titre : Emotional Prosody Recognition in Autism Spectrum Disorder Without Intellectual Disability: A Systematic Review and Meta-Analysis Type de document : texte imprimé Auteurs : Qiyun LUO, Auteur ; Xiaoyan ZENG, Auteur ; Fei CHEN, Auteur ; Chen KUANG, Auteur Article en page(s) : p.3489-3502 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Emotional prosody recognition is vital for social interaction and has become a key focus in autism research. However, findings regarding emotional prosody recognition in individuals with autism spectrum disorder without intellectual disability (ASD-without-ID) remain inconsistent. This study aims to address this inconsistency through a systematic review and meta-analysis, exploring potential factors that may account for the inconsistent results. A search across four major electronic databases identified 29 eligible studies comparing emotional prosody recognition in ASD-without-ID and typically developing (TD) participants. We identified several participant- and methodology-related moderators across these studies. Using a random-effects model, we found a moderate-to-large pooled effect (Hedges’ g = − 0.65) for emotional prosody recognition in ASD-without-ID participants, which remained stable after adjusting for publication bias through the trim-and-fill method. Emotional complexity and participant age significantly moderated the heterogeneity of effect sizes across studies. The results indicate moderate differences in the recognition of basic emotions through prosody between individuals with ASD-without-ID and TD individuals, with more pronounced differences for complex emotions. The findings emphasize the distinct developmental trajectories of ASD-without-ID individuals. We highlight the need for further investigation into the underlying factors and mechanisms affecting emotional prosody recognition in this population, including meta-analyses examining the moderate effects of various IQ measures and studies involving speakers of tonal languages. En ligne : https://doi.org/10.1007/s10803-025-06833-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=591 [article] Emotional Prosody Recognition in Autism Spectrum Disorder Without Intellectual Disability: A Systematic Review and Meta-Analysis [texte imprimé] / Qiyun LUO, Auteur ; Xiaoyan ZENG, Auteur ; Fei CHEN, Auteur ; Chen KUANG, Auteur . - p.3489-3502. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-9 (September 2026) . - p.3489-3502 Index. décimale : PER Périodiques Résumé : Emotional prosody recognition is vital for social interaction and has become a key focus in autism research. However, findings regarding emotional prosody recognition in individuals with autism spectrum disorder without intellectual disability (ASD-without-ID) remain inconsistent. This study aims to address this inconsistency through a systematic review and meta-analysis, exploring potential factors that may account for the inconsistent results. A search across four major electronic databases identified 29 eligible studies comparing emotional prosody recognition in ASD-without-ID and typically developing (TD) participants. We identified several participant- and methodology-related moderators across these studies. Using a random-effects model, we found a moderate-to-large pooled effect (Hedges’ g = − 0.65) for emotional prosody recognition in ASD-without-ID participants, which remained stable after adjusting for publication bias through the trim-and-fill method. Emotional complexity and participant age significantly moderated the heterogeneity of effect sizes across studies. The results indicate moderate differences in the recognition of basic emotions through prosody between individuals with ASD-without-ID and TD individuals, with more pronounced differences for complex emotions. The findings emphasize the distinct developmental trajectories of ASD-without-ID individuals. We highlight the need for further investigation into the underlying factors and mechanisms affecting emotional prosody recognition in this population, including meta-analyses examining the moderate effects of various IQ measures and studies involving speakers of tonal languages. En ligne : https://doi.org/10.1007/s10803-025-06833-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=591

Reduced Context Effect on Lexical Tone Normalization in Children with Autism Spectrum Disorder: A Speech-Specific Mechanism / Chen KUANG in Journal of Autism and Developmental Disorders, 56-8 (August 2026)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 56-8 (August 2026) . - p.2934-2949 Titre : Reduced Context Effect on Lexical Tone Normalization in Children with Autism Spectrum Disorder: A Speech-Specific Mechanism Type de document : texte imprimé Auteurs : Chen KUANG, Auteur ; Fei CHEN, Auteur ; Jinting YAN, Auteur ; Gang PENG, Auteur Article en page(s) : p.2934-2949 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Existing literature has demonstrated that individuals with autism spectrum disorder (ASD) exhibit atypical use of contextual information in their surroundings. However, there is limited understanding regarding their integration of contextual cues in speech processing. This study aims to explore how Mandarin-speaking children with and without ASD identify lexical tones in speech and nonspeech contexts, and to determine whether the size of context effect would be modulated by children’s cognitive abilities. Twenty-five children with ASD and 25 typically developing (TD) children were asked to identify Mandarin lexical tones preceded by three types of contexts (speech, nonspeech, and nonspeech-flattened contexts). We also tested child participants’ verbal intelligence, nonverbal intelligence, and working memory capacity. Results revealed that the context effect was only observed in the speech contexts, where Mandarin-speaking children with ASD exhibited a reduced context effect compared to TD children. Moreover, TD children with higher verbal intelligence demonstrated a diminished context effect. However, nonverbal intelligence and working memory capacity were not significantly associated with the size of context effect in either group. These findings revealed a subtle yet important difference between ASD and TD children’s utilization of speech contexts in lexical tone identification, and validated a speech-specific mechanism underpinning children’s lexical tone normalization. En ligne : https://doi.org/10.1007/s10803-025-06775-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=591 [article] Reduced Context Effect on Lexical Tone Normalization in Children with Autism Spectrum Disorder: A Speech-Specific Mechanism [texte imprimé] / Chen KUANG, Auteur ; Fei CHEN, Auteur ; Jinting YAN, Auteur ; Gang PENG, Auteur . - p.2934-2949. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 56-8 (August 2026) . - p.2934-2949 Index. décimale : PER Périodiques Résumé : Existing literature has demonstrated that individuals with autism spectrum disorder (ASD) exhibit atypical use of contextual information in their surroundings. However, there is limited understanding regarding their integration of contextual cues in speech processing. This study aims to explore how Mandarin-speaking children with and without ASD identify lexical tones in speech and nonspeech contexts, and to determine whether the size of context effect would be modulated by children’s cognitive abilities. Twenty-five children with ASD and 25 typically developing (TD) children were asked to identify Mandarin lexical tones preceded by three types of contexts (speech, nonspeech, and nonspeech-flattened contexts). We also tested child participants’ verbal intelligence, nonverbal intelligence, and working memory capacity. Results revealed that the context effect was only observed in the speech contexts, where Mandarin-speaking children with ASD exhibited a reduced context effect compared to TD children. Moreover, TD children with higher verbal intelligence demonstrated a diminished context effect. However, nonverbal intelligence and working memory capacity were not significantly associated with the size of context effect in either group. These findings revealed a subtle yet important difference between ASD and TD children’s utilization of speech contexts in lexical tone identification, and validated a speech-specific mechanism underpinning children’s lexical tone normalization. En ligne : https://doi.org/10.1007/s10803-025-06775-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=591

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