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The Use of Linguistic Cues in Sentence Comprehension by Mandarin-Speaking Children with High-Functioning Autism / Peng ZHOU in Journal of Autism and Developmental Disorders, 47-1 (January 2017)
[article]
Titre : The Use of Linguistic Cues in Sentence Comprehension by Mandarin-Speaking Children with High-Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Peng ZHOU, Auteur ; Stephen CRAIN, Auteur ; Liqun GAO, Auteur ; Meixiang JIA, Auteur Article en page(s) : p.17-32 Langues : Anglais (eng) Mots-clés : Autism Sentence comprehension Linguistic cues Word order Executive function Child language Index. décimale : PER Périodiques Résumé : Two studies were conducted to investigate how high-functioning children with autism use different linguistic cues in sentence comprehension. Two types of linguistic cues were investigated: word order and morphosyntactic cues. The results show that children with autism can use both types of cues in sentence comprehension. However, compared to age-matched typically developing peers, children with autism relied significantly more on word order cues and exhibited significantly more difficulties in interpreting sentences in which there was a conflict between the morphosyntactic cue and the word order cue. We attribute the difficulties exhibited by children with autism to their deficits in executive function. We then discuss the implications of the findings for understanding the nature of the sentence processing mechanism in autism. En ligne : http://dx.doi.org/10.1007/s10803-016-2912-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298
in Journal of Autism and Developmental Disorders > 47-1 (January 2017) . - p.17-32[article] The Use of Linguistic Cues in Sentence Comprehension by Mandarin-Speaking Children with High-Functioning Autism [Texte imprimé et/ou numérique] / Peng ZHOU, Auteur ; Stephen CRAIN, Auteur ; Liqun GAO, Auteur ; Meixiang JIA, Auteur . - p.17-32.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-1 (January 2017) . - p.17-32
Mots-clés : Autism Sentence comprehension Linguistic cues Word order Executive function Child language Index. décimale : PER Périodiques Résumé : Two studies were conducted to investigate how high-functioning children with autism use different linguistic cues in sentence comprehension. Two types of linguistic cues were investigated: word order and morphosyntactic cues. The results show that children with autism can use both types of cues in sentence comprehension. However, compared to age-matched typically developing peers, children with autism relied significantly more on word order cues and exhibited significantly more difficulties in interpreting sentences in which there was a conflict between the morphosyntactic cue and the word order cue. We attribute the difficulties exhibited by children with autism to their deficits in executive function. We then discuss the implications of the findings for understanding the nature of the sentence processing mechanism in autism. En ligne : http://dx.doi.org/10.1007/s10803-016-2912-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298 Mathematical Word Problem Solving Ability of Children with Autism Spectrum Disorder and their Typically Developing Peers / Young Seh BAE in Journal of Autism and Developmental Disorders, 45-7 (July 2015)
[article]
Titre : Mathematical Word Problem Solving Ability of Children with Autism Spectrum Disorder and their Typically Developing Peers Type de document : Texte imprimé et/ou numérique Auteurs : Young Seh BAE, Auteur ; Hsu-Min CHIANG, Auteur ; Linda HICKSON, Auteur Année de publication : 2015 Article en page(s) : p.2200-2208 Langues : Anglais (eng) Mots-clés : High-functioning autism Math word problem solving Sentence comprehension Computation Everyday mathematical knowledge Index. décimale : PER Périodiques Résumé : This study examined the difference between children with autism spectrum disorders (ASD) and children with typical development (TD) in mathematical word problem solving ability and the factors associated with these children's word problem-solving ability. A total of 20 children with ASD and 20 children with TD participated in this study. Independent sample t tests and Spearman’s rho correlations were used for data analysis. This study found: (a) Children with TD had higher word problem solving ability than did children with ASD; (b) Sentence comprehension, math vocabulary, computation, and everyday mathematical knowledge were associated with word problem solving ability of children with ASD and children with TD; and (c) Children with TD had higher everyday mathematical knowledge than did children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2387-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261
in Journal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.2200-2208[article] Mathematical Word Problem Solving Ability of Children with Autism Spectrum Disorder and their Typically Developing Peers [Texte imprimé et/ou numérique] / Young Seh BAE, Auteur ; Hsu-Min CHIANG, Auteur ; Linda HICKSON, Auteur . - 2015 . - p.2200-2208.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.2200-2208
Mots-clés : High-functioning autism Math word problem solving Sentence comprehension Computation Everyday mathematical knowledge Index. décimale : PER Périodiques Résumé : This study examined the difference between children with autism spectrum disorders (ASD) and children with typical development (TD) in mathematical word problem solving ability and the factors associated with these children's word problem-solving ability. A total of 20 children with ASD and 20 children with TD participated in this study. Independent sample t tests and Spearman’s rho correlations were used for data analysis. This study found: (a) Children with TD had higher word problem solving ability than did children with ASD; (b) Sentence comprehension, math vocabulary, computation, and everyday mathematical knowledge were associated with word problem solving ability of children with ASD and children with TD; and (c) Children with TD had higher everyday mathematical knowledge than did children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2387-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261