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
-
Résultat de la recherche
7 recherche sur le mot-clé 'narratives'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Narratives of Girls and Boys with Autism Spectrum Disorders: Gender Differences in Narrative Competence and Internal State Language / Christina KAUSCHKE in Journal of Autism and Developmental Disorders, 46-3 (March 2016)
[article]
Titre : Narratives of Girls and Boys with Autism Spectrum Disorders: Gender Differences in Narrative Competence and Internal State Language Type de document : Texte imprimé et/ou numérique Auteurs : Christina KAUSCHKE, Auteur ; Bettina BEEK, Auteur ; Inge KAMP-BECKER, Auteur Article en page(s) : p.840-852 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Communication Narratives Internal state language Gender Coherence Cohesion Index. décimale : PER Périodiques Résumé : Since gender differences in the symptomatology of autism spectrum disorder (ASD) are not well understood, the current study examines the communicative skills of males and females with ASD. Narrative competence and internal state language (ISL) was investigated using narrations elicited by a wordless picture book. 11 girls and 11 boys with ASD and 11 typically developing girls were individually matched. Although results demonstrate largely comparable narrative skills across groups, the groups differed with respect to the size and use of ISL: Girls with ASD verbalized and motivated internal states more often than boys, and both groups with ASD fell behind typically developing children in production of affective words. Implications for the clinical presentation of males and females with ASD are discussed. En ligne : http://dx.doi.org/10.1007/s10803-015-2620-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281
in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.840-852[article] Narratives of Girls and Boys with Autism Spectrum Disorders: Gender Differences in Narrative Competence and Internal State Language [Texte imprimé et/ou numérique] / Christina KAUSCHKE, Auteur ; Bettina BEEK, Auteur ; Inge KAMP-BECKER, Auteur . - p.840-852.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.840-852
Mots-clés : Autism spectrum disorders Communication Narratives Internal state language Gender Coherence Cohesion Index. décimale : PER Périodiques Résumé : Since gender differences in the symptomatology of autism spectrum disorder (ASD) are not well understood, the current study examines the communicative skills of males and females with ASD. Narrative competence and internal state language (ISL) was investigated using narrations elicited by a wordless picture book. 11 girls and 11 boys with ASD and 11 typically developing girls were individually matched. Although results demonstrate largely comparable narrative skills across groups, the groups differed with respect to the size and use of ISL: Girls with ASD verbalized and motivated internal states more often than boys, and both groups with ASD fell behind typically developing children in production of affective words. Implications for the clinical presentation of males and females with ASD are discussed. En ligne : http://dx.doi.org/10.1007/s10803-015-2620-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281 Brief Report: Making Experience Personal: Internal States Language in the Memory Narratives of Children with and Without Asperger’s Disorder / Benjamin T. BROWN in Journal of Autism and Developmental Disorders, 42-3 (March 2012)
[article]
Titre : Brief Report: Making Experience Personal: Internal States Language in the Memory Narratives of Children with and Without Asperger’s Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Benjamin T. BROWN, Auteur ; Morris GWYNN, Auteur ; Robert E. NIDA, Auteur ; Lynne BAKER-WARD, Auteur Année de publication : 2012 Article en page(s) : p.441-446 Langues : Anglais (eng) Mots-clés : Asperger’s Disorder Autobiographical memory Narratives Internal states language Index. décimale : PER Périodiques Résumé : The development of the personal past is complex, requiring the operation of multiple components of cognitive and social functioning. Because many of these components are affected by autism spectrum disorders, it is likely that autobiographical memory in children with Asperger’s Disorder (AD) will be impaired. We predicted that the memory narratives of children with AD, in comparison to typically-developing peers, would reflect less personal interpretation as evidenced by internal states language. Thirty children with AD and 20 typically-developing children aged 6–14 reported their earliest memories and two emotional experiences (one positive and one negative). Consistent with our predictions, children with AD included fewer emotional, cognitive, and perceptual terms than the comparison sample. En ligne : http://dx.doi.org/10.1007/s10803-011-1246-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152
in Journal of Autism and Developmental Disorders > 42-3 (March 2012) . - p.441-446[article] Brief Report: Making Experience Personal: Internal States Language in the Memory Narratives of Children with and Without Asperger’s Disorder [Texte imprimé et/ou numérique] / Benjamin T. BROWN, Auteur ; Morris GWYNN, Auteur ; Robert E. NIDA, Auteur ; Lynne BAKER-WARD, Auteur . - 2012 . - p.441-446.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-3 (March 2012) . - p.441-446
Mots-clés : Asperger’s Disorder Autobiographical memory Narratives Internal states language Index. décimale : PER Périodiques Résumé : The development of the personal past is complex, requiring the operation of multiple components of cognitive and social functioning. Because many of these components are affected by autism spectrum disorders, it is likely that autobiographical memory in children with Asperger’s Disorder (AD) will be impaired. We predicted that the memory narratives of children with AD, in comparison to typically-developing peers, would reflect less personal interpretation as evidenced by internal states language. Thirty children with AD and 20 typically-developing children aged 6–14 reported their earliest memories and two emotional experiences (one positive and one negative). Consistent with our predictions, children with AD included fewer emotional, cognitive, and perceptual terms than the comparison sample. En ligne : http://dx.doi.org/10.1007/s10803-011-1246-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=152 Discourse Deficits Associated with Psychiatric Disorders and with Language Impairments in Children / Denise D. VALLANCE in Journal of Child Psychology and Psychiatry, 40-5 (July 1999)
[article]
Titre : Discourse Deficits Associated with Psychiatric Disorders and with Language Impairments in Children Type de document : Texte imprimé et/ou numérique Auteurs : Denise D. VALLANCE, Auteur ; Nancie IM, Auteur ; Nancy J. COHEN, Auteur Année de publication : 1999 Article en page(s) : p.693-704 Langues : Anglais (eng) Mots-clés : Language disorder psychiatric disorders narratives discourse skills social behaviour school children internalizing disorder externalizing disorder Index. décimale : PER Périodiques Résumé : The purpose of the current study was to examine whether types of discourse deficits were associated differentially with psychiatric disorders (PD) and with language impairments (LI) in children. Discourse analyses examining the occurrence of different types of discourse deficits in language structure, information structure, and flow of information were performed on the spoken narratives of 111 children aged 7 to 12 years who comprised 4 groups: (1) psychiatrically referred children with LI (PD+LI), (2) psychiatrically referred children with normally developing language (PD), (3) nonreferred children with language impairments (LI), and (4) nonreferred children with normally developing language (controls). Discourse deficits in language and information structure characterized children with LI, whereas disruptions in the flow of discourse characterized children with PD. Children with the comorbid condition exhibited deficits associated with both LI and PD; in addition, they displayed distinct deficits related to pronominal reference and causal cohesion. The findings provide a preliminary understanding of the associations among language, discourse, and psychopathology in children. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124
in Journal of Child Psychology and Psychiatry > 40-5 (July 1999) . - p.693-704[article] Discourse Deficits Associated with Psychiatric Disorders and with Language Impairments in Children [Texte imprimé et/ou numérique] / Denise D. VALLANCE, Auteur ; Nancie IM, Auteur ; Nancy J. COHEN, Auteur . - 1999 . - p.693-704.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 40-5 (July 1999) . - p.693-704
Mots-clés : Language disorder psychiatric disorders narratives discourse skills social behaviour school children internalizing disorder externalizing disorder Index. décimale : PER Périodiques Résumé : The purpose of the current study was to examine whether types of discourse deficits were associated differentially with psychiatric disorders (PD) and with language impairments (LI) in children. Discourse analyses examining the occurrence of different types of discourse deficits in language structure, information structure, and flow of information were performed on the spoken narratives of 111 children aged 7 to 12 years who comprised 4 groups: (1) psychiatrically referred children with LI (PD+LI), (2) psychiatrically referred children with normally developing language (PD), (3) nonreferred children with language impairments (LI), and (4) nonreferred children with normally developing language (controls). Discourse deficits in language and information structure characterized children with LI, whereas disruptions in the flow of discourse characterized children with PD. Children with the comorbid condition exhibited deficits associated with both LI and PD; in addition, they displayed distinct deficits related to pronominal reference and causal cohesion. The findings provide a preliminary understanding of the associations among language, discourse, and psychopathology in children. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124 Linguistic markers of autism in girls: evidence of a "blended phenotype" during storytelling / J. BOORSE in Molecular Autism, 10 (2019)
[article]
Titre : Linguistic markers of autism in girls: evidence of a "blended phenotype" during storytelling Type de document : Texte imprimé et/ou numérique Auteurs : J. BOORSE, Auteur ; M. COLA, Auteur ; S. PLATE, Auteur ; L. YANKOWITZ, Auteur ; J. PANDEY, Auteur ; Robert T. SCHULTZ, Auteur ; Julia PARISH-MORRIS, Auteur Article en page(s) : 14 p. Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Mentalizing Narratives Natural language processing Sex differences Social cognition Storytelling Word choice Index. décimale : PER Périodiques Résumé : Background: Narrative abilities are linked to social impairment in autism spectrum disorder (ASD), such that reductions in words about cognitive processes (e.g., think, know) are thought to reflect underlying deficits in social cognition, including Theory of Mind. However, research suggests that typically developing (TD) boys and girls tell narratives in sex-specific ways, including differential reliance on cognitive process words. Given that most studies of narration in ASD have been conducted in predominantly male samples, it is possible that prior results showing reduced cognitive processing language in ASD may not generalize to autistic girls. To answer this question, we measured the relative frequency of two kinds of words in stories told by autistic girls and boys: nouns (words that indicate object-oriented storytelling) and cognitive process words (words like think and know that indicate mentalizing or attention to other peoples' internal states). Methods: One hundred two verbally fluent school-aged children [girls with ASD (N = 21) and TD (N = 19), and boys with ASD (N = 41) and TD (N = 21)] were matched on age, IQ, and maternal education. Children told a story from a sequence of pictures, and word frequencies (nouns, cognitive process words) were compared. Results: Autistic children of both sexes consistently produced a greater number of nouns than TD controls, indicating object-focused storytelling. There were no sex differences in cognitive process word use in the TD group, but autistic girls produced significantly more cognitive process words than autistic boys, despite comparable autism symptom severity. Thus, autistic girls showed a unique narrative profile that overlapped with autistic boys and typical girls/boys. Noun use correlated significantly with parent reports of social symptom severity in all groups, but cognitive process word use correlated with social ability in boys only. Conclusion: This study extends prior research on autistic children's storytelling by measuring sex differences in the narratives of a relatively large, well-matched sample of children with and without ASD. Importantly, prior research showing that autistic children use fewer cognitive process words is true for boys only, while object-focused language is a sex-neutral linguistic marker of ASD. These findings suggest that sex-sensitive screening and diagnostic methods-preferably using objective metrics like natural language processing-may be helpful for identifying autistic girls, and could guide the development of future personalized treatment strategies. En ligne : http://dx.doi.org/10.1186/s13229-019-0268-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=398
in Molecular Autism > 10 (2019) . - 14 p.[article] Linguistic markers of autism in girls: evidence of a "blended phenotype" during storytelling [Texte imprimé et/ou numérique] / J. BOORSE, Auteur ; M. COLA, Auteur ; S. PLATE, Auteur ; L. YANKOWITZ, Auteur ; J. PANDEY, Auteur ; Robert T. SCHULTZ, Auteur ; Julia PARISH-MORRIS, Auteur . - 14 p.
Langues : Anglais (eng)
in Molecular Autism > 10 (2019) . - 14 p.
Mots-clés : Autism spectrum disorder Mentalizing Narratives Natural language processing Sex differences Social cognition Storytelling Word choice Index. décimale : PER Périodiques Résumé : Background: Narrative abilities are linked to social impairment in autism spectrum disorder (ASD), such that reductions in words about cognitive processes (e.g., think, know) are thought to reflect underlying deficits in social cognition, including Theory of Mind. However, research suggests that typically developing (TD) boys and girls tell narratives in sex-specific ways, including differential reliance on cognitive process words. Given that most studies of narration in ASD have been conducted in predominantly male samples, it is possible that prior results showing reduced cognitive processing language in ASD may not generalize to autistic girls. To answer this question, we measured the relative frequency of two kinds of words in stories told by autistic girls and boys: nouns (words that indicate object-oriented storytelling) and cognitive process words (words like think and know that indicate mentalizing or attention to other peoples' internal states). Methods: One hundred two verbally fluent school-aged children [girls with ASD (N = 21) and TD (N = 19), and boys with ASD (N = 41) and TD (N = 21)] were matched on age, IQ, and maternal education. Children told a story from a sequence of pictures, and word frequencies (nouns, cognitive process words) were compared. Results: Autistic children of both sexes consistently produced a greater number of nouns than TD controls, indicating object-focused storytelling. There were no sex differences in cognitive process word use in the TD group, but autistic girls produced significantly more cognitive process words than autistic boys, despite comparable autism symptom severity. Thus, autistic girls showed a unique narrative profile that overlapped with autistic boys and typical girls/boys. Noun use correlated significantly with parent reports of social symptom severity in all groups, but cognitive process word use correlated with social ability in boys only. Conclusion: This study extends prior research on autistic children's storytelling by measuring sex differences in the narratives of a relatively large, well-matched sample of children with and without ASD. Importantly, prior research showing that autistic children use fewer cognitive process words is true for boys only, while object-focused language is a sex-neutral linguistic marker of ASD. These findings suggest that sex-sensitive screening and diagnostic methods-preferably using objective metrics like natural language processing-may be helpful for identifying autistic girls, and could guide the development of future personalized treatment strategies. En ligne : http://dx.doi.org/10.1186/s13229-019-0268-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=398 Characteristics of narrative language in autism spectrum disorder: Evidence from the Finnish / Leena MAKINEN in Research in Autism Spectrum Disorders, 8-8 (August 2014)
[article]
Titre : Characteristics of narrative language in autism spectrum disorder: Evidence from the Finnish Type de document : Texte imprimé et/ou numérique Auteurs : Leena MAKINEN, Auteur ; Soile LOUKUSA, Auteur ; Eeva LEINONEN, Auteur ; Irma MOILANEN, Auteur ; Hanna EBELING, Auteur ; Sari KUNNARI, Auteur Article en page(s) : p.987-996 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Comprehension Linguistic structure Narratives Pragmatics Referencing Index. décimale : PER Périodiques Résumé : Abstract This study examined linguistic and pragmatic aspects of narrative abilities of children with autism spectrum disorder (ASD), which have not been studied thoroughly and not at all in Finnish. Sixteen five- to ten-year-old Finnish high-functioning children with ASD (mean age 7;7 years) and 16 age-matched typically developing children (mean age 7;5 years) participated in this study. Children's picture-based narrations were analyzed for narrative productivity, syntactic complexity, referential accuracy, event content, use of additional and extraneous information, mental state expressions, and narrative comprehension. Several linguistic- and pragmatic-based measures were used in order to gain a comprehensive picture of strengths and weaknesses that children with ASD might show in storytelling. The use of linguistic structure, referential accuracy and mental state expressions was similar between the groups. However, children with ASD showed difficulties in establishing informative story content, making inferences from story events and an ability not to include extraneous information into their stories. Therefore, the problems seen in their narrative language use can be described as being related to pragmatic aspects of narration. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.05.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233
in Research in Autism Spectrum Disorders > 8-8 (August 2014) . - p.987-996[article] Characteristics of narrative language in autism spectrum disorder: Evidence from the Finnish [Texte imprimé et/ou numérique] / Leena MAKINEN, Auteur ; Soile LOUKUSA, Auteur ; Eeva LEINONEN, Auteur ; Irma MOILANEN, Auteur ; Hanna EBELING, Auteur ; Sari KUNNARI, Auteur . - p.987-996.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-8 (August 2014) . - p.987-996
Mots-clés : Autism spectrum disorder Comprehension Linguistic structure Narratives Pragmatics Referencing Index. décimale : PER Périodiques Résumé : Abstract This study examined linguistic and pragmatic aspects of narrative abilities of children with autism spectrum disorder (ASD), which have not been studied thoroughly and not at all in Finnish. Sixteen five- to ten-year-old Finnish high-functioning children with ASD (mean age 7;7 years) and 16 age-matched typically developing children (mean age 7;5 years) participated in this study. Children's picture-based narrations were analyzed for narrative productivity, syntactic complexity, referential accuracy, event content, use of additional and extraneous information, mental state expressions, and narrative comprehension. Several linguistic- and pragmatic-based measures were used in order to gain a comprehensive picture of strengths and weaknesses that children with ASD might show in storytelling. The use of linguistic structure, referential accuracy and mental state expressions was similar between the groups. However, children with ASD showed difficulties in establishing informative story content, making inferences from story events and an ability not to include extraneous information into their stories. Therefore, the problems seen in their narrative language use can be described as being related to pragmatic aspects of narration. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.05.001 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 Conversational gestures in autism spectrum disorders: Asynchrony but not decreased frequency / Ashley B. DE MARCHENA in Autism Research, 3-6 (December 2010)
PermalinkThe Witness-Aimed First Account (WAFA): A new technique for interviewing autistic witnesses and victims / Katie MARAS in Autism, 24-6 (August 2020)
Permalink