Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur L. MALKIN |
Documents disponibles écrits par cet auteur (2)
Faire une suggestion Affiner la recherche
How set switching affects the use of context-appropriate language by autistic and neuro-typical children / L. MALKIN in Autism, 25-8 (November 2021)
[article]
Titre : How set switching affects the use of context-appropriate language by autistic and neuro-typical children Type de document : Texte imprimé et/ou numérique Auteurs : L. MALKIN, Auteur ; Kirsten ABBOT-SMITH, Auteur Article en page(s) : p.2418-2422 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder Child Humans Language autism spectrum disorders cognitive flexibility communication and language executive functioning pragmatics school-age children switching verbal reference Index. décimale : PER Périodiques Résumé : The way autistic individuals use language often gives the impression that they are not considering how much information listeners need in a given context. The same child can give too much information in one context (e.g. saying 'the big cup' with only one cup present) and too little information in another context (e.g. entering a room and announcing 'the red one' when the listener has no prior knowledge regarding what this refers to). We asked whether many autistic children particularly struggle to tailor their language appropriately in situations where this means changing how they have previously described something. That is, if a speaker has recently described an object as 'the cup', the need to switch to describing it as 'the big cup' could hinder the speaker's ability to use language in a context-appropriate way. We found that switching descriptions indeed makes it more difficult for children to use language in a context-appropriate way, but that this effect did not play out differently for autistic versus neuro-typical children. Autistic children were, however, less likely to provide a context-appropriate amount of information overall than were neuro-typical peers. The combination of these effects meant that when object re-description was required, autistic children only produced an appropriate description half the time. In contrast, without a requirement to re-describe, autistic children could indeed take listener informational needs into account. Applied professionals should consider whether a requirement to change the way the child has previously said something may hinder a child's ability to communicate effectively. En ligne : http://dx.doi.org/10.1177/13623613211012860 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451
in Autism > 25-8 (November 2021) . - p.2418-2422[article] How set switching affects the use of context-appropriate language by autistic and neuro-typical children [Texte imprimé et/ou numérique] / L. MALKIN, Auteur ; Kirsten ABBOT-SMITH, Auteur . - p.2418-2422.
Langues : Anglais (eng)
in Autism > 25-8 (November 2021) . - p.2418-2422
Mots-clés : Autism Spectrum Disorder Autistic Disorder Child Humans Language autism spectrum disorders cognitive flexibility communication and language executive functioning pragmatics school-age children switching verbal reference Index. décimale : PER Périodiques Résumé : The way autistic individuals use language often gives the impression that they are not considering how much information listeners need in a given context. The same child can give too much information in one context (e.g. saying 'the big cup' with only one cup present) and too little information in another context (e.g. entering a room and announcing 'the red one' when the listener has no prior knowledge regarding what this refers to). We asked whether many autistic children particularly struggle to tailor their language appropriately in situations where this means changing how they have previously described something. That is, if a speaker has recently described an object as 'the cup', the need to switch to describing it as 'the big cup' could hinder the speaker's ability to use language in a context-appropriate way. We found that switching descriptions indeed makes it more difficult for children to use language in a context-appropriate way, but that this effect did not play out differently for autistic versus neuro-typical children. Autistic children were, however, less likely to provide a context-appropriate amount of information overall than were neuro-typical peers. The combination of these effects meant that when object re-description was required, autistic children only produced an appropriate description half the time. In contrast, without a requirement to re-describe, autistic children could indeed take listener informational needs into account. Applied professionals should consider whether a requirement to change the way the child has previously said something may hinder a child's ability to communicate effectively. En ligne : http://dx.doi.org/10.1177/13623613211012860 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 When do Children with Autism Spectrum Disorder Take Common Ground into Account During Communication? / L. MALKIN in Autism Research, 11-10 (October 2018)
[article]
Titre : When do Children with Autism Spectrum Disorder Take Common Ground into Account During Communication? Type de document : Texte imprimé et/ou numérique Auteurs : L. MALKIN, Auteur ; Kirsten ABBOT-SMITH, Auteur ; D. WILLIAMS, Auteur ; J. AYLING, Auteur Article en page(s) : p.1366-1375 Langues : Anglais (eng) Mots-clés : autism children common ground comprehension production reference verbal social communication Index. décimale : PER Périodiques Résumé : One feature of autism spectrum disorder (ASD) is a deficit in verbal reference production, that is, providing an appropriate amount of verbal information for the listener to refer to things, people, and events. However, very few studies have manipulated whether individuals with ASD can take a speaker's perspective to interpret verbal reference. A critical limitation of all interpretation studies is that comprehension of another's verbal reference required the participant to represent only the other's visual perspective. Yet, many everyday interpretations of verbal reference require knowledge of social perspective (i.e., a consideration of which experiences one has shared with which interlocutor). We investigated whether 22 5;0-7;11-year-old children with ASD and 22 well-matched typically developing (TD) children used social perspective to comprehend (Study 1) and produce (Study 2) verbal reference. Social perspective-taking was manipulated by having children collaboratively complete activities with one of two interlocutors such that for a given activity, one interlocutor was Knowledgeable and one was Naive. Study 1 found no between-group differences for the interpretation of ambiguous references based on social perspective. In Study 2, when producing referring terms, the ASD group made modifications based on listener needs, but this effect was significantly stronger in the TD group. Overall, the findings suggest that high-functioning children with ASD know with which interlocutor they have previously shared a given experience and can take this information into account to steer verbal reference. Nonetheless, they show clear performance limitations in this regard relative to well-matched controls. Autism Res 2018, 11: 1366-1375. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: No one had studied if young children with autism spectrum disorder (ASD) could take into account previous collaboration with particular conversation partners to drive how well they communicate with others. In both their language understanding and spoken language, we found that five to 7-year-olds with ASD were able to consider what they had previously shared with the conversation partner. However, they were impaired when compared to typically developing children in the degree to which they tailored their spoken language for a specific listener. En ligne : http://dx.doi.org/10.1002/aur.2007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369
in Autism Research > 11-10 (October 2018) . - p.1366-1375[article] When do Children with Autism Spectrum Disorder Take Common Ground into Account During Communication? [Texte imprimé et/ou numérique] / L. MALKIN, Auteur ; Kirsten ABBOT-SMITH, Auteur ; D. WILLIAMS, Auteur ; J. AYLING, Auteur . - p.1366-1375.
Langues : Anglais (eng)
in Autism Research > 11-10 (October 2018) . - p.1366-1375
Mots-clés : autism children common ground comprehension production reference verbal social communication Index. décimale : PER Périodiques Résumé : One feature of autism spectrum disorder (ASD) is a deficit in verbal reference production, that is, providing an appropriate amount of verbal information for the listener to refer to things, people, and events. However, very few studies have manipulated whether individuals with ASD can take a speaker's perspective to interpret verbal reference. A critical limitation of all interpretation studies is that comprehension of another's verbal reference required the participant to represent only the other's visual perspective. Yet, many everyday interpretations of verbal reference require knowledge of social perspective (i.e., a consideration of which experiences one has shared with which interlocutor). We investigated whether 22 5;0-7;11-year-old children with ASD and 22 well-matched typically developing (TD) children used social perspective to comprehend (Study 1) and produce (Study 2) verbal reference. Social perspective-taking was manipulated by having children collaboratively complete activities with one of two interlocutors such that for a given activity, one interlocutor was Knowledgeable and one was Naive. Study 1 found no between-group differences for the interpretation of ambiguous references based on social perspective. In Study 2, when producing referring terms, the ASD group made modifications based on listener needs, but this effect was significantly stronger in the TD group. Overall, the findings suggest that high-functioning children with ASD know with which interlocutor they have previously shared a given experience and can take this information into account to steer verbal reference. Nonetheless, they show clear performance limitations in this regard relative to well-matched controls. Autism Res 2018, 11: 1366-1375. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: No one had studied if young children with autism spectrum disorder (ASD) could take into account previous collaboration with particular conversation partners to drive how well they communicate with others. In both their language understanding and spoken language, we found that five to 7-year-olds with ASD were able to consider what they had previously shared with the conversation partner. However, they were impaired when compared to typically developing children in the degree to which they tailored their spoken language for a specific listener. En ligne : http://dx.doi.org/10.1002/aur.2007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369