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Détail de l'auteur
Auteur I. GANGOPADHYAY |
Documents disponibles écrits par cet auteur (2)
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Planning in Children with Autism Spectrum Disorder: The Role of Verbal Mediation / C. LARSON in Journal of Autism and Developmental Disorders, 51-7 (July 2021)
[article]
Titre : Planning in Children with Autism Spectrum Disorder: The Role of Verbal Mediation Type de document : Texte imprimé et/ou numérique Auteurs : C. LARSON, Auteur ; I. GANGOPADHYAY, Auteur ; K. PRESCOTT, Auteur ; M. KAUSHANSKAYA, Auteur ; S. ELLIS WEISMER, Auteur Article en page(s) : p.2200-2217 Langues : Anglais (eng) Mots-clés : Adolescent Autism Spectrum Disorder/psychology Case-Control Studies Child Child Language Female Humans Language Development Disorders/psychology Male Task Performance and Analysis Verbal Behavior Wechsler Scales Autism spectrum disorder Executive function Language Planning Index. décimale : PER Périodiques Résumé : This study examined verbal mediation during planning in school-age children with autism spectrum disorder (ASD) relative to age- and nonverbal IQ- matched typically developing peers using a dual-task paradigm. Analyses showed no group differences in performance. However, in the condition intended to disrupt verbal mediation, language skills were associated with planning performance for the TD group, but not the ASD group. Upon examining ASD subgroups with versus without comorbid structural language impairment, children with ASD and normal language appeared to rely on verbal mediation to a greater degree than children with ASD and language impairment, but to a lesser degree than TD peers. Thus, the role of verbal mediation in planning for children with ASD differs depending on language status. En ligne : http://dx.doi.org/10.1007/s10803-020-04639-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2200-2217[article] Planning in Children with Autism Spectrum Disorder: The Role of Verbal Mediation [Texte imprimé et/ou numérique] / C. LARSON, Auteur ; I. GANGOPADHYAY, Auteur ; K. PRESCOTT, Auteur ; M. KAUSHANSKAYA, Auteur ; S. ELLIS WEISMER, Auteur . - p.2200-2217.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2200-2217
Mots-clés : Adolescent Autism Spectrum Disorder/psychology Case-Control Studies Child Child Language Female Humans Language Development Disorders/psychology Male Task Performance and Analysis Verbal Behavior Wechsler Scales Autism spectrum disorder Executive function Language Planning Index. décimale : PER Périodiques Résumé : This study examined verbal mediation during planning in school-age children with autism spectrum disorder (ASD) relative to age- and nonverbal IQ- matched typically developing peers using a dual-task paradigm. Analyses showed no group differences in performance. However, in the condition intended to disrupt verbal mediation, language skills were associated with planning performance for the TD group, but not the ASD group. Upon examining ASD subgroups with versus without comorbid structural language impairment, children with ASD and normal language appeared to rely on verbal mediation to a greater degree than children with ASD and language impairment, but to a lesser degree than TD peers. Thus, the role of verbal mediation in planning for children with ASD differs depending on language status. En ligne : http://dx.doi.org/10.1007/s10803-020-04639-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 The role of nonverbal working memory in morphosyntactic processing by children with specific language impairment and autism spectrum disorders / S. ELLIS WEISMER in Journal of Neurodevelopmental Disorders, 9-1 (December 2017)
[article]
Titre : The role of nonverbal working memory in morphosyntactic processing by children with specific language impairment and autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : S. ELLIS WEISMER, Auteur ; M. M. DAVIDSON, Auteur ; I. GANGOPADHYAY, Auteur ; H. SINDBERG, Auteur ; H. ROEBUCK, Auteur ; M. KAUSHANSKAYA, Auteur Article en page(s) : p.28 Langues : Anglais (eng) Mots-clés : Autism Grammatical judgment Specific language impairment Working memory Index. décimale : PER Périodiques Résumé : BACKGROUND: Both children with autism spectrum disorders (ASD) and children with specific language impairment (SLI) have been shown to have difficulties with grammatical processing. A comparison of these two populations with neurodevelopmental disorders was undertaken to examine similarities and differences in the mechanisms that may underlie grammatical processing. Research has shown that working memory (WM) is recruited during grammatical processing. The goal of this study was to examine morphosyntactic processing on a grammatical judgment task in children who varied in clinical diagnosis and language abilities and to assess the extent to which performance is predicted by nonverbal working memory (WM). Two theoretical perspectives were evaluated relative to performance on the grammatical judgment task-the "working memory" account and the "wrap-up" account. These accounts make contrasting predictions about the detection of grammatical errors occurring early versus late in the sentence. METHODS: Participants were 84 school-age children with SLI (n = 21), ASD (n = 27), and typical development (TD, n = 36). Performance was analyzed based on diagnostic group as well as language status (normal language, NL, n = 54, and language impairment, LI, n = 30). A grammatical judgment task was used in which the position of the error in the sentence (early versus late) was manipulated. A visual WM task (N-back) was administered and the ability of WM to predict morphosyntactic processing was assessed. RESULTS: Groups differed significantly in their sensitivity to grammatical errors (TD > SLI and NL > LI) but did not differ in nonverbal WM. Overall, children in all groups were more sensitive and quicker at detecting errors occurring late in the sentence than early in the sentence. Nonverbal WM predicted morphosyntactic processing across groups, but the specific profile of association between WM and early versus late error detection was reversed for children with and without language impairment. CONCLUSIONS: Findings primarily support a "wrap up" account whereby the accumulating sentence context for errors positioned late in the sentence (rather than early) appeared to facilitate morphosyntactic processing. Although none of the groups displayed deficits in visual WM, individual differences in these nonverbal WM resources predicted proficiency in morphosyntactic processing. En ligne : http://dx.doi.org/10.1186/s11689-017-9209-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=350
in Journal of Neurodevelopmental Disorders > 9-1 (December 2017) . - p.28[article] The role of nonverbal working memory in morphosyntactic processing by children with specific language impairment and autism spectrum disorders [Texte imprimé et/ou numérique] / S. ELLIS WEISMER, Auteur ; M. M. DAVIDSON, Auteur ; I. GANGOPADHYAY, Auteur ; H. SINDBERG, Auteur ; H. ROEBUCK, Auteur ; M. KAUSHANSKAYA, Auteur . - p.28.
Langues : Anglais (eng)
in Journal of Neurodevelopmental Disorders > 9-1 (December 2017) . - p.28
Mots-clés : Autism Grammatical judgment Specific language impairment Working memory Index. décimale : PER Périodiques Résumé : BACKGROUND: Both children with autism spectrum disorders (ASD) and children with specific language impairment (SLI) have been shown to have difficulties with grammatical processing. A comparison of these two populations with neurodevelopmental disorders was undertaken to examine similarities and differences in the mechanisms that may underlie grammatical processing. Research has shown that working memory (WM) is recruited during grammatical processing. The goal of this study was to examine morphosyntactic processing on a grammatical judgment task in children who varied in clinical diagnosis and language abilities and to assess the extent to which performance is predicted by nonverbal working memory (WM). Two theoretical perspectives were evaluated relative to performance on the grammatical judgment task-the "working memory" account and the "wrap-up" account. These accounts make contrasting predictions about the detection of grammatical errors occurring early versus late in the sentence. METHODS: Participants were 84 school-age children with SLI (n = 21), ASD (n = 27), and typical development (TD, n = 36). Performance was analyzed based on diagnostic group as well as language status (normal language, NL, n = 54, and language impairment, LI, n = 30). A grammatical judgment task was used in which the position of the error in the sentence (early versus late) was manipulated. A visual WM task (N-back) was administered and the ability of WM to predict morphosyntactic processing was assessed. RESULTS: Groups differed significantly in their sensitivity to grammatical errors (TD > SLI and NL > LI) but did not differ in nonverbal WM. Overall, children in all groups were more sensitive and quicker at detecting errors occurring late in the sentence than early in the sentence. Nonverbal WM predicted morphosyntactic processing across groups, but the specific profile of association between WM and early versus late error detection was reversed for children with and without language impairment. CONCLUSIONS: Findings primarily support a "wrap up" account whereby the accumulating sentence context for errors positioned late in the sentence (rather than early) appeared to facilitate morphosyntactic processing. Although none of the groups displayed deficits in visual WM, individual differences in these nonverbal WM resources predicted proficiency in morphosyntactic processing. En ligne : http://dx.doi.org/10.1186/s11689-017-9209-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=350