Brief Report: Generalization Weaknesses in Verbally Fluent Children and Adolescents with Autism Spectrum Disorder / Ashley B. DE MARCHENA in Journal of Autism and Developmental Disorders, 45-10 (October 2015)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-10 (October 2015) . - p.3370-3376 Titre : Brief Report: Generalization Weaknesses in Verbally Fluent Children and Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ashley B. DE MARCHENA, Auteur ; Inge-Marie EIGSTI, Auteur ; Benjamin E. YERYS, Auteur Article en page(s) : p.3370-3376 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Generalization  Reasoning  Learning Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) have difficulty generalizing—i.e., relating new stimuli to past experiences. Few experimental studies have addressed this weakness, despite its impact on intervention effects. In a reanalysis of data (de Marchena et al. Cognition 119(1):96–113, 2011), we tested a novel form of generalization—the ability to transfer a strategy used in one context to a similar context—in verbally fluent youth with ASD and matched typically developing controls. Participants with ASD were subtly less likely to learn from experience; their generalizations were less consistent. Generalization in ASD correlated with receptive vocabulary but not age, suggesting a link to language development. A richer understanding of how to promote generalization in ASD will advance both theory and practice. En ligne : http://dx.doi.org/10.1007/s10803-015-2478-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268 [article] Brief Report: Generalization Weaknesses in Verbally Fluent Children and Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Ashley B. DE MARCHENA, Auteur ; Inge-Marie EIGSTI, Auteur ; Benjamin E. YERYS, Auteur . - p.3370-3376. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 45-10 (October 2015) . - p.3370-3376 Mots-clés : Autism spectrum disorder  Generalization  Reasoning  Learning Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) have difficulty generalizing—i.e., relating new stimuli to past experiences. Few experimental studies have addressed this weakness, despite its impact on intervention effects. In a reanalysis of data (de Marchena et al. Cognition 119(1):96–113, 2011), we tested a novel form of generalization—the ability to transfer a strategy used in one context to a similar context—in verbally fluent youth with ASD and matched typically developing controls. Participants with ASD were subtly less likely to learn from experience; their generalizations were less consistent. Generalization in ASD correlated with receptive vocabulary but not age, suggesting a link to language development. A richer understanding of how to promote generalization in ASD will advance both theory and practice. En ligne : http://dx.doi.org/10.1007/s10803-015-2478-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268

Conversational gestures in autism spectrum disorders: Asynchrony but not decreased frequency / Ashley B. DE MARCHENA in Autism Research, 3-6 (December 2010)  

Public ISBD [article]  inAutism Research > 3-6 (December 2010) . - p.311-322 Titre : Conversational gestures in autism spectrum disorders: Asynchrony but not decreased frequency Type de document : Texte imprimé et/ou numérique Auteurs : Ashley B. DE MARCHENA, Auteur ; Inge-Marie EIGSTI, Auteur Année de publication : 2010 Article en page(s) : p.311-322 Langues : Anglais (eng) Mots-clés : conversational gestures  autism  synchrony  communication  narratives Index. décimale : PER Périodiques Résumé : Conversational or “co-speech” gestures play an important role in communication, facilitating turntaking, providing visuospatial information, clarifying subtleties of emphasis, and other pragmatic cues. Consistent with other pragmatic language deficits, individuals with autism spectrum disorders (ASD) are said to produce fewer conversational gestures, as specified in many diagnostic measures. Surprisingly, while research shows fewer deictic gestures in young children with ASD, there is a little empirical evidence addressing other forms of gesture. The discrepancy between clinical and empirical observations may reflect impairments unrelated to frequency, such as gesture quality or integration with speech. Adolescents with high-functioning ASD (n=15), matched on age, gender, and IQ to 15 typically developing (TD) adolescents, completed a narrative task to assess the spontaneous production of speech and gesture. Naïve observers rated the stories for communicative quality. Overall, the ASD group's stories were rated as less clear and engaging. Although utterance and gesture rates were comparable, the ASD group's gestures were less closely synchronized with the co-occurring speech, relative to control participants. This gesture–speech synchrony specifically impacted communicative quality across participants. Furthermore, while story ratings were associated with gesture count in TD adolescents, no such relationship was observed in adolescents with ASD, suggesting that gestures do not amplify communication in this population. Quality ratings were, however, correlated with ASD symptom severity scores, such that participants with fewer ASD symptoms were rated as telling higher quality stories. Implications of these findings are discussed in terms of communication and neuropsychological functioning in ASD. En ligne : http://dx.doi.org/10.1002/aur.159 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=115 [article] Conversational gestures in autism spectrum disorders: Asynchrony but not decreased frequency [Texte imprimé et/ou numérique] / Ashley B. DE MARCHENA, Auteur ; Inge-Marie EIGSTI, Auteur . - 2010 . - p.311-322. Langues : Anglais (eng) in Autism Research > 3-6 (December 2010) . - p.311-322 Mots-clés : conversational gestures  autism  synchrony  communication  narratives Index. décimale : PER Périodiques Résumé : Conversational or “co-speech” gestures play an important role in communication, facilitating turntaking, providing visuospatial information, clarifying subtleties of emphasis, and other pragmatic cues. Consistent with other pragmatic language deficits, individuals with autism spectrum disorders (ASD) are said to produce fewer conversational gestures, as specified in many diagnostic measures. Surprisingly, while research shows fewer deictic gestures in young children with ASD, there is a little empirical evidence addressing other forms of gesture. The discrepancy between clinical and empirical observations may reflect impairments unrelated to frequency, such as gesture quality or integration with speech. Adolescents with high-functioning ASD (n=15), matched on age, gender, and IQ to 15 typically developing (TD) adolescents, completed a narrative task to assess the spontaneous production of speech and gesture. Naïve observers rated the stories for communicative quality. Overall, the ASD group's stories were rated as less clear and engaging. Although utterance and gesture rates were comparable, the ASD group's gestures were less closely synchronized with the co-occurring speech, relative to control participants. This gesture–speech synchrony specifically impacted communicative quality across participants. Furthermore, while story ratings were associated with gesture count in TD adolescents, no such relationship was observed in adolescents with ASD, suggesting that gestures do not amplify communication in this population. Quality ratings were, however, correlated with ASD symptom severity scores, such that participants with fewer ASD symptoms were rated as telling higher quality stories. Implications of these findings are discussed in terms of communication and neuropsychological functioning in ASD. En ligne : http://dx.doi.org/10.1002/aur.159 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=115

Language acquisition in autism spectrum disorders: A developmental review / Inge-Marie EIGSTI in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.681-691 Titre : Language acquisition in autism spectrum disorders: A developmental review Type de document : Texte imprimé et/ou numérique Auteurs : Inge-Marie EIGSTI, Auteur ; Ashley B. DE MARCHENA, Auteur ; Jillian M. SCHUH, Auteur ; Elizabeth KELLEY, Auteur Année de publication : 2011 Article en page(s) : p.681-691 Langues : Anglais (eng) Mots-clés : Autism  Language acquisition  Development  Review Index. décimale : PER Périodiques Résumé : This paper reviews the complex literature on language acquisition in the autism spectrum disorders (ASD). Because of the high degree of interest in ASD in the past decade, the field has been changing rapidly, with progress in both basic science and applied clinical areas. In addition, psycholinguistically-trained researchers have increasingly begun to test theories of language acquisition in studies of ASD, because it is characterized by meaningful differences in ability across a wide range of language, social, and cognitive domains. As such, ASD has served as a “natural laboratory” in which to explore a variety of theories of language acquisition. We provide an overview of the current state of knowledge of language acquisition in autism spectrum disorders, also noting gaps in our current knowledge. We also review implications of this work for theories of typical language acquisition, and discuss some promising future directions. While the pragmatic deficits that characterize autism spectrum disorders are widely acknowledged, both clinicians and researchers should consider the phonological and morphosyntactic differences that likely play an important role in language comprehension and production for affected children. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.09.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 [article] Language acquisition in autism spectrum disorders: A developmental review [Texte imprimé et/ou numérique] / Inge-Marie EIGSTI, Auteur ; Ashley B. DE MARCHENA, Auteur ; Jillian M. SCHUH, Auteur ; Elizabeth KELLEY, Auteur . - 2011 . - p.681-691. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-2 (April-June 2011) . - p.681-691 Mots-clés : Autism  Language acquisition  Development  Review Index. décimale : PER Périodiques Résumé : This paper reviews the complex literature on language acquisition in the autism spectrum disorders (ASD). Because of the high degree of interest in ASD in the past decade, the field has been changing rapidly, with progress in both basic science and applied clinical areas. In addition, psycholinguistically-trained researchers have increasingly begun to test theories of language acquisition in studies of ASD, because it is characterized by meaningful differences in ability across a wide range of language, social, and cognitive domains. As such, ASD has served as a “natural laboratory” in which to explore a variety of theories of language acquisition. We provide an overview of the current state of knowledge of language acquisition in autism spectrum disorders, also noting gaps in our current knowledge. We also review implications of this work for theories of typical language acquisition, and discuss some promising future directions. While the pragmatic deficits that characterize autism spectrum disorders are widely acknowledged, both clinicians and researchers should consider the phonological and morphosyntactic differences that likely play an important role in language comprehension and production for affected children. En ligne : http://dx.doi.org/10.1016/j.rasd.2010.09.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114

Language and cognitive outcomes in internationally adopted children / Inge-Marie EIGSTI in Development and Psychopathology, 23-2 (May 2011)  

Public ISBD [article]  inDevelopment and Psychopathology > 23-2 (May 2011) . - p.629-646 Titre : Language and cognitive outcomes in internationally adopted children Type de document : Texte imprimé et/ou numérique Auteurs : Inge-Marie EIGSTI, Auteur ; Carol C. WEITZMAN, Auteur ; Jillian M. SCHUH, Auteur ; Ashley B. DE MARCHENA, Auteur ; B.J. CASEY, Auteur Année de publication : 2011 Article en page(s) : p.629-646 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study focuses on the association between language skills and core cognitive processes relative to the duration of institutionalization in children adopted from orphanages abroad. Participants in the adoptive group (n = 46) had arrived in the United States between the ages of 2 and 84 months (mean = 24 months), and had been living in the United States for 1–9 years. Drawing on both experimental and standardized assessments, language skills of the international adoptees differed as a function of length of time spent in an institution and from those of 24 nonadopted controls. Top-down cognitive assessments including measures of explicit memory and cognitive control differed between adopted and nonadopted children, yet differences between groups in bottom-up implicit learning processes were unremarkable. Based on the present findings, we propose a speculative model linking language and cognitive changes to underlying neural circuitry alterations that reflect the impact of chronic stress, due to adoptees' experience of noncontingent, nonindividualized caregiving. Thus, the present study provides support for a relationship between domain-general cognitive processes and language acquisition, and describes a potential mechanism by which language skills are affected by institutionalization. En ligne : http://dx.doi.org/10.1017/S0954579411000204 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121 [article] Language and cognitive outcomes in internationally adopted children [Texte imprimé et/ou numérique] / Inge-Marie EIGSTI, Auteur ; Carol C. WEITZMAN, Auteur ; Jillian M. SCHUH, Auteur ; Ashley B. DE MARCHENA, Auteur ; B.J. CASEY, Auteur . - 2011 . - p.629-646. Langues : Anglais (eng) in Development and Psychopathology > 23-2 (May 2011) . - p.629-646 Index. décimale : PER Périodiques Résumé : This study focuses on the association between language skills and core cognitive processes relative to the duration of institutionalization in children adopted from orphanages abroad. Participants in the adoptive group (n = 46) had arrived in the United States between the ages of 2 and 84 months (mean = 24 months), and had been living in the United States for 1–9 years. Drawing on both experimental and standardized assessments, language skills of the international adoptees differed as a function of length of time spent in an institution and from those of 24 nonadopted controls. Top-down cognitive assessments including measures of explicit memory and cognitive control differed between adopted and nonadopted children, yet differences between groups in bottom-up implicit learning processes were unremarkable. Based on the present findings, we propose a speculative model linking language and cognitive changes to underlying neural circuitry alterations that reflect the impact of chronic stress, due to adoptees' experience of noncontingent, nonindividualized caregiving. Thus, the present study provides support for a relationship between domain-general cognitive processes and language acquisition, and describes a potential mechanism by which language skills are affected by institutionalization. En ligne : http://dx.doi.org/10.1017/S0954579411000204 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=121

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