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Discourse comprehension in autism spectrum disorder: Effects of working memory load and common ground / Jillian M. SCHUH in Autism Research, 9-12 (December 2016)
[article]
Titre : Discourse comprehension in autism spectrum disorder: Effects of working memory load and common ground Type de document : Texte imprimé et/ou numérique Auteurs : Jillian M. SCHUH, Auteur ; Inge-Marie EIGSTI, Auteur ; Daniel MIRMAN, Auteur Article en page(s) : p.1340-1352 Langues : Anglais (eng) Mots-clés : autism spectrum disorder referential communication discourse common ground working memory theory of mind eyetracking Index. décimale : PER Périodiques Résumé : Pragmatic language impairments are nearly universal in autism spectrum disorders (ASD). Discourse requires that we monitor information that is shared or mutually known, called “common ground.” While many studies have examined the role of Theory of Mind (ToM) in such impairments, few have examined working memory (WM). Common ground impairments in ASD could reflect limitations in both WM and ToM. This study explored common ground use in youth ages 8–17 years with high-functioning ASD (n?=?13) and typical development (n?=?22); groups did not differ on age, gender, IQ, or standardized language. We tracked participants' eye movements while they performed a discourse task in which some information was known only to the participant (e.g., was privileged; a manipulation of ToM). In addition, the amount of privileged information varied (a manipulation of WM). All participants were slower to fixate the target when considering privileged information, and this effect was greatest during high WM load trials. Further, the ASD group was more likely to fixate competing (non-target) shapes. Predictors of fixation patterns included ASD symptomatology, language ability, ToM, and WM. Groups did not differ in ToM. Individuals with better WM fixated the target more rapidly, suggesting an association between WM capacity and efficient discourse. In addition to ToM knowledge, WM capacity constrains common ground representation and impacts pragmatic skills in ASD. Social impairments in ASD are thus associated with WM capacity, such that deficits in domain-general, nonsocial processes such as WM exert an influence during complex social interactions. En ligne : http://dx.doi.org/10.1002/aur.1632 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298
in Autism Research > 9-12 (December 2016) . - p.1340-1352[article] Discourse comprehension in autism spectrum disorder: Effects of working memory load and common ground [Texte imprimé et/ou numérique] / Jillian M. SCHUH, Auteur ; Inge-Marie EIGSTI, Auteur ; Daniel MIRMAN, Auteur . - p.1340-1352.
Langues : Anglais (eng)
in Autism Research > 9-12 (December 2016) . - p.1340-1352
Mots-clés : autism spectrum disorder referential communication discourse common ground working memory theory of mind eyetracking Index. décimale : PER Périodiques Résumé : Pragmatic language impairments are nearly universal in autism spectrum disorders (ASD). Discourse requires that we monitor information that is shared or mutually known, called “common ground.” While many studies have examined the role of Theory of Mind (ToM) in such impairments, few have examined working memory (WM). Common ground impairments in ASD could reflect limitations in both WM and ToM. This study explored common ground use in youth ages 8–17 years with high-functioning ASD (n?=?13) and typical development (n?=?22); groups did not differ on age, gender, IQ, or standardized language. We tracked participants' eye movements while they performed a discourse task in which some information was known only to the participant (e.g., was privileged; a manipulation of ToM). In addition, the amount of privileged information varied (a manipulation of WM). All participants were slower to fixate the target when considering privileged information, and this effect was greatest during high WM load trials. Further, the ASD group was more likely to fixate competing (non-target) shapes. Predictors of fixation patterns included ASD symptomatology, language ability, ToM, and WM. Groups did not differ in ToM. Individuals with better WM fixated the target more rapidly, suggesting an association between WM capacity and efficient discourse. In addition to ToM knowledge, WM capacity constrains common ground representation and impacts pragmatic skills in ASD. Social impairments in ASD are thus associated with WM capacity, such that deficits in domain-general, nonsocial processes such as WM exert an influence during complex social interactions. En ligne : http://dx.doi.org/10.1002/aur.1632 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=298 Brief Report: "Um" Fillers Distinguish Children With and Without ASD / Karla K MCGREGOR in Journal of Autism and Developmental Disorders, 50-5 (May 2020)
[article]
Titre : Brief Report: "Um" Fillers Distinguish Children With and Without ASD Type de document : Texte imprimé et/ou numérique Auteurs : Karla K MCGREGOR, Auteur ; Rex R HADDEN, Auteur Article en page(s) : p.1816-1821 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Discourse Disfluency Fillers Index. décimale : PER Périodiques Résumé : Two laboratories have reported that children with ASD are less likely than their typical peers to fill pauses with um but their use of uh is unaffected (Irvine et al., J Autism Dev Disord 46(3):1061-1070, 2016; Gorman et al., Autism Res 9(8):854-865, 2016). In this brief report, we replicated this finding by comparing the discourse of 7-to-15-year-olds with ASD (N = 31) to that of their typically developing same-age peers (N = 32). The robustness of this easily documented difference in discourse suggests a potentially useful clinical marker of ASD. En ligne : http://dx.doi.org/10.1007/s10803-018-3736-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422
in Journal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1816-1821[article] Brief Report: "Um" Fillers Distinguish Children With and Without ASD [Texte imprimé et/ou numérique] / Karla K MCGREGOR, Auteur ; Rex R HADDEN, Auteur . - p.1816-1821.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-5 (May 2020) . - p.1816-1821
Mots-clés : Autism Spectrum Disorder Discourse Disfluency Fillers Index. décimale : PER Périodiques Résumé : Two laboratories have reported that children with ASD are less likely than their typical peers to fill pauses with um but their use of uh is unaffected (Irvine et al., J Autism Dev Disord 46(3):1061-1070, 2016; Gorman et al., Autism Res 9(8):854-865, 2016). In this brief report, we replicated this finding by comparing the discourse of 7-to-15-year-olds with ASD (N = 31) to that of their typically developing same-age peers (N = 32). The robustness of this easily documented difference in discourse suggests a potentially useful clinical marker of ASD. En ligne : http://dx.doi.org/10.1007/s10803-018-3736-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 Uh, Um, and Autism: Filler Disfluencies as Pragmatic Markers in Adolescents with Optimal Outcomes from Autism Spectrum Disorder / Christina A. IRVINE in Journal of Autism and Developmental Disorders, 46-3 (March 2016)
[article]
Titre : Uh, Um, and Autism: Filler Disfluencies as Pragmatic Markers in Adolescents with Optimal Outcomes from Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Christina A. IRVINE, Auteur ; Inge-Marie EIGSTI, Auteur ; Deborah A. FEIN, Auteur Article en page(s) : p.1061-1070 Langues : Anglais (eng) Mots-clés : Autism Optimal outcomes Pragmatics Discourse Disfluency Fillers Index. décimale : PER Périodiques Résumé : Filler disfluencies—uh and um—are thought to serve distinct discourse functions. We examined fillers in spontaneous speech by youth with autism spectrum disorder (ASD), who struggle with pragmatic language, and by youth with ASD who have achieved an ‘optimal outcome’ (OO), as well as in peers with typical development (TD). While uh rates did not differ, participants with ASD produced um less frequently than OO or TD groups. Um rate was associated with autism symptom severity, but not executive function or language abilities, suggesting that um serves a pragmatic, listener-oriented function. Moreover, in contrast to minimal production in ASD, the typical OO um production substantiates the normalization of subtle social communication in this population. En ligne : http://dx.doi.org/10.1007/s10803-015-2651-y 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.1061-1070[article] Uh, Um, and Autism: Filler Disfluencies as Pragmatic Markers in Adolescents with Optimal Outcomes from Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Christina A. IRVINE, Auteur ; Inge-Marie EIGSTI, Auteur ; Deborah A. FEIN, Auteur . - p.1061-1070.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.1061-1070
Mots-clés : Autism Optimal outcomes Pragmatics Discourse Disfluency Fillers Index. décimale : PER Périodiques Résumé : Filler disfluencies—uh and um—are thought to serve distinct discourse functions. We examined fillers in spontaneous speech by youth with autism spectrum disorder (ASD), who struggle with pragmatic language, and by youth with ASD who have achieved an ‘optimal outcome’ (OO), as well as in peers with typical development (TD). While uh rates did not differ, participants with ASD produced um less frequently than OO or TD groups. Um rate was associated with autism symptom severity, but not executive function or language abilities, suggesting that um serves a pragmatic, listener-oriented function. Moreover, in contrast to minimal production in ASD, the typical OO um production substantiates the normalization of subtle social communication in this population. En ligne : http://dx.doi.org/10.1007/s10803-015-2651-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281 Processing of co-reference in autism spectrum disorder / Philippa L. HOWARD in Autism Research, 10-12 (December 2017)
[article]
Titre : Processing of co-reference in autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Philippa L. HOWARD, Auteur ; Simon P. LIVERSEDGE, Auteur ; Valerie BENSON, Auteur Article en page(s) : p.1968-1980 Langues : Anglais (eng) Mots-clés : co-reference discourse eye movements reading Index. décimale : PER Périodiques Résumé : Accuracy for reading comprehension and inferencing tasks has previously been reported as reduced for individuals with autism spectrum disorder (ASD), relative to typically developing (TD) controls. In this study, we used an eye movements and reading paradigm to examine whether this difference in performance accuracy is underpinned by differences in the inferential work required to compute a co-referential link. Participants read two sentences that contained a category noun (e.g., bird) that was preceded by and co-referred to an exemplar that was either typical (e.g., pigeon) or atypical (e.g., penguin). Both TD and ASD participants showed an effect of typicality for gaze durations upon the category noun, with longer times being observed when the exemplar was atypical, in comparison to typical. No group differences or interactions were detected for target processing, and verbal language proficiency was found to predict general reading and inferential skill. The only difference between groups was that individuals with ASD engaged in more re-reading than TD participants. These data suggest that readers with ASD do not differ in the efficiency with which they compute anaphoric links on-line during reading. Autism Res 2017, 10: 1968–1980. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Individuals with autism spectrum disorder (ASD) have previously been reported to have difficulties with reading comprehension. This study examined whether a difference in the speed with which individuals with ASD form connections between words (co-reference processing) may contribute to comprehension difficulties. No evidence was found to suggest that ASD readers differ to typically developing readers in the speed of co-reference processing. Therefore, this data would suggest that differences in co-reference processing are unlikely to account for reading comprehension difficulties in ASD. En ligne : http://dx.doi.org/10.1002/aur.1845 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=323
in Autism Research > 10-12 (December 2017) . - p.1968-1980[article] Processing of co-reference in autism spectrum disorder [Texte imprimé et/ou numérique] / Philippa L. HOWARD, Auteur ; Simon P. LIVERSEDGE, Auteur ; Valerie BENSON, Auteur . - p.1968-1980.
Langues : Anglais (eng)
in Autism Research > 10-12 (December 2017) . - p.1968-1980
Mots-clés : co-reference discourse eye movements reading Index. décimale : PER Périodiques Résumé : Accuracy for reading comprehension and inferencing tasks has previously been reported as reduced for individuals with autism spectrum disorder (ASD), relative to typically developing (TD) controls. In this study, we used an eye movements and reading paradigm to examine whether this difference in performance accuracy is underpinned by differences in the inferential work required to compute a co-referential link. Participants read two sentences that contained a category noun (e.g., bird) that was preceded by and co-referred to an exemplar that was either typical (e.g., pigeon) or atypical (e.g., penguin). Both TD and ASD participants showed an effect of typicality for gaze durations upon the category noun, with longer times being observed when the exemplar was atypical, in comparison to typical. No group differences or interactions were detected for target processing, and verbal language proficiency was found to predict general reading and inferential skill. The only difference between groups was that individuals with ASD engaged in more re-reading than TD participants. These data suggest that readers with ASD do not differ in the efficiency with which they compute anaphoric links on-line during reading. Autism Res 2017, 10: 1968–1980. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Individuals with autism spectrum disorder (ASD) have previously been reported to have difficulties with reading comprehension. This study examined whether a difference in the speed with which individuals with ASD form connections between words (co-reference processing) may contribute to comprehension difficulties. No evidence was found to suggest that ASD readers differ to typically developing readers in the speed of co-reference processing. Therefore, this data would suggest that differences in co-reference processing are unlikely to account for reading comprehension difficulties in ASD. En ligne : http://dx.doi.org/10.1002/aur.1845 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=323