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Intact fluency in autism? A comprehensive approach of verbal fluency task including word imageability and concreteness / Odett TÓTH in Autism Research, 15-4 (April 2022)
[article]
Titre : Intact fluency in autism? A comprehensive approach of verbal fluency task including word imageability and concreteness Type de document : Texte imprimé et/ou numérique Auteurs : Odett TÓTH, Auteur ; Orsolya PESTHY, Auteur ; Kinga FARKAS, Auteur ; Anna GUTTENGÉBER, Auteur ; Eszter KOMORÓCZY, Auteur ; János M. RETHELYI, Auteur ; Bálint SZUROMI, Auteur ; Dezs? NEMETH, Auteur Article en page(s) : p.677-686 Langues : Anglais (eng) Mots-clés : Adult Autism Spectrum Disorder Autistic Disorder Humans Neuropsychological Tests Phonetics Semantics Verbal Behavior/physiology cognitive concreteness imageability verbal fluency Index. décimale : PER Périodiques Résumé : Verbal fluency is a cognitive function reflecting executive functions and the ability to retrieve the appropriate information from memory quickly. Previous studies reported conflicting results-impaired and intact verbal fluency-in autism spectrum disorder (ASD). Most studies concentrate on overall word productivity, errors, perseverations, clustering, or switching. We used a comprehensive approach to evaluate the reported discrepancy in the literature and introduced a new angle using the concept of word abstraction and imageability. Moreover, we analyzed the performance in two-time intervals (0-30?s and 31-60?s) to assess the temporal dynamics of verbal fluency and a possible activation or initiation deficit in autism. Sixteen adults with ASD and 16 neurotypical control participants, matched by gender, age, and education level, participated in our study. Contrary to our expectations, we did not find a significant difference between groups in word productivity, the number of errors, clustering, or temporal dynamics, neither in semantic nor in phonemic fluency tasks. Surprisingly, the two study groups' performance did not differ in terms of imageability or concreteness characteristics either. Our results raise the possibility that verbal fluency performance is intact in autism. We also suggest using a comprehensive approach when measuring fluency in autism. LAY SUMMARY: People with autism tend to think and communicate differently. In our study, we tested whether people with autism come up with more concrete or imageable words and whether their performance is better compared with neurotypicals in the beginning or in the later phase of a task measuring how many words they can produce in a minute. We did not detect any difference between the two groups; however, we recommend studying verbal fluency in autism from more and different angles in the future. En ligne : https://dx.doi.org/10.1002/aur.2672 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473
in Autism Research > 15-4 (April 2022) . - p.677-686[article] Intact fluency in autism? A comprehensive approach of verbal fluency task including word imageability and concreteness [Texte imprimé et/ou numérique] / Odett TÓTH, Auteur ; Orsolya PESTHY, Auteur ; Kinga FARKAS, Auteur ; Anna GUTTENGÉBER, Auteur ; Eszter KOMORÓCZY, Auteur ; János M. RETHELYI, Auteur ; Bálint SZUROMI, Auteur ; Dezs? NEMETH, Auteur . - p.677-686.
Langues : Anglais (eng)
in Autism Research > 15-4 (April 2022) . - p.677-686
Mots-clés : Adult Autism Spectrum Disorder Autistic Disorder Humans Neuropsychological Tests Phonetics Semantics Verbal Behavior/physiology cognitive concreteness imageability verbal fluency Index. décimale : PER Périodiques Résumé : Verbal fluency is a cognitive function reflecting executive functions and the ability to retrieve the appropriate information from memory quickly. Previous studies reported conflicting results-impaired and intact verbal fluency-in autism spectrum disorder (ASD). Most studies concentrate on overall word productivity, errors, perseverations, clustering, or switching. We used a comprehensive approach to evaluate the reported discrepancy in the literature and introduced a new angle using the concept of word abstraction and imageability. Moreover, we analyzed the performance in two-time intervals (0-30?s and 31-60?s) to assess the temporal dynamics of verbal fluency and a possible activation or initiation deficit in autism. Sixteen adults with ASD and 16 neurotypical control participants, matched by gender, age, and education level, participated in our study. Contrary to our expectations, we did not find a significant difference between groups in word productivity, the number of errors, clustering, or temporal dynamics, neither in semantic nor in phonemic fluency tasks. Surprisingly, the two study groups' performance did not differ in terms of imageability or concreteness characteristics either. Our results raise the possibility that verbal fluency performance is intact in autism. We also suggest using a comprehensive approach when measuring fluency in autism. LAY SUMMARY: People with autism tend to think and communicate differently. In our study, we tested whether people with autism come up with more concrete or imageable words and whether their performance is better compared with neurotypicals in the beginning or in the later phase of a task measuring how many words they can produce in a minute. We did not detect any difference between the two groups; however, we recommend studying verbal fluency in autism from more and different angles in the future. En ligne : https://dx.doi.org/10.1002/aur.2672 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 Word imageability is associated with expressive vocabulary in children with autism spectrum disorder / Kimberly R. LIN in Autism & Developmental Language Impairments, 7 (January-December 2022)
[article]
Titre : Word imageability is associated with expressive vocabulary in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Kimberly R. LIN, Auteur ; Lisa WISMAN WEIL, Auteur ; Audrey THURM, Auteur ; Catherine LORD, Auteur ; Rhiannon J. LUYSTER, Auteur Langues : Anglais (eng) Mots-clés : Autism imageability vocabulary language acquisition Index. décimale : PER Périodiques Résumé : Background & aimsThroughout typical development, children prioritize different perceptual, social, and linguistic cues to learn words. The earliest acquired words are often those that are perceptually salient and highly imageable. Imageability, the ease in which a word evokes a mental image, is a strong predictor for word age of acquisition in typically developing (TD) children, independent of other lexicosemantic features such as word frequency. However, little is known about the effects of imageability in children with autism spectrum disorder (ASD), who tend to have differences in linguistic processing and delayed language acquisition compared to their TD peers. This study explores the extent to which imageability and word frequency are associated with early noun and verb acquisition in children with ASD.MethodsSecondary analyses were conducted on previously collected data of 156 children (78 TD, 78 ASD) matched on sex and parent-reported language level. Total expressive vocabulary, as measured by the MacArthur Bates Communicative Development Inventory (MB-CDI), included 123 words (78 nouns, 45 verbs) that overlapped with previously published imageability ratings and word input frequencies. A two-step hierarchical linear regression was used to examine the relationship between word input frequency, imageability, and total expressive vocabulary. An F-test was then used to assess the unique contribution of imageability on total expressive vocabulary when controlling for word input frequency.ResultsIn both the TD and ASD groups, imageability uniquely explained a portion of the variance in total expressive vocabulary size, independent of word input frequency. Notably, imageability was significantly associated with noun vocabulary and verb vocabulary size alone, with imageability explaining a greater portion of the variance in total nouns produced than in total verbs produced.ConclusionsImageability was identified as a significant lexicosemantic feature for describing expressive vocabulary size in children with ASD. Consistent with literature on TD children, children with ASD who have small vocabularies primarily produce words that are highly imageable. Children who are more proficient word learners with larger vocabularies produce words that are less imageable, indicating a potential shift away from reliance on perceptual-based language processing. This was consistent across both noun and verb vocabularies.ImplicationsOur findings contribute to a growing body of literature describing early word learning in children with ASD and provide a basis for exploring the use of multisensory language learning strategies. En ligne : https://doi.org/10.1177/23969415221085827 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477
in Autism & Developmental Language Impairments > 7 (January-December 2022)[article] Word imageability is associated with expressive vocabulary in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Kimberly R. LIN, Auteur ; Lisa WISMAN WEIL, Auteur ; Audrey THURM, Auteur ; Catherine LORD, Auteur ; Rhiannon J. LUYSTER, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 7 (January-December 2022)
Mots-clés : Autism imageability vocabulary language acquisition Index. décimale : PER Périodiques Résumé : Background & aimsThroughout typical development, children prioritize different perceptual, social, and linguistic cues to learn words. The earliest acquired words are often those that are perceptually salient and highly imageable. Imageability, the ease in which a word evokes a mental image, is a strong predictor for word age of acquisition in typically developing (TD) children, independent of other lexicosemantic features such as word frequency. However, little is known about the effects of imageability in children with autism spectrum disorder (ASD), who tend to have differences in linguistic processing and delayed language acquisition compared to their TD peers. This study explores the extent to which imageability and word frequency are associated with early noun and verb acquisition in children with ASD.MethodsSecondary analyses were conducted on previously collected data of 156 children (78 TD, 78 ASD) matched on sex and parent-reported language level. Total expressive vocabulary, as measured by the MacArthur Bates Communicative Development Inventory (MB-CDI), included 123 words (78 nouns, 45 verbs) that overlapped with previously published imageability ratings and word input frequencies. A two-step hierarchical linear regression was used to examine the relationship between word input frequency, imageability, and total expressive vocabulary. An F-test was then used to assess the unique contribution of imageability on total expressive vocabulary when controlling for word input frequency.ResultsIn both the TD and ASD groups, imageability uniquely explained a portion of the variance in total expressive vocabulary size, independent of word input frequency. Notably, imageability was significantly associated with noun vocabulary and verb vocabulary size alone, with imageability explaining a greater portion of the variance in total nouns produced than in total verbs produced.ConclusionsImageability was identified as a significant lexicosemantic feature for describing expressive vocabulary size in children with ASD. Consistent with literature on TD children, children with ASD who have small vocabularies primarily produce words that are highly imageable. Children who are more proficient word learners with larger vocabularies produce words that are less imageable, indicating a potential shift away from reliance on perceptual-based language processing. This was consistent across both noun and verb vocabularies.ImplicationsOur findings contribute to a growing body of literature describing early word learning in children with ASD and provide a basis for exploring the use of multisensory language learning strategies. En ligne : https://doi.org/10.1177/23969415221085827 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 Patterns of Autobiographical Memory in Adults with Autism Spectrum Disorder / Laura CRANE in Journal of Autism and Developmental Disorders, 42-10 (October 2012)
[article]
Titre : Patterns of Autobiographical Memory in Adults with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Laura CRANE, Auteur ; Linda PRING, Auteur ; Kaylee JUKES, Auteur ; Lorna GODDARD, Auteur Année de publication : 2012 Article en page(s) : p. 2100-2112 Langues : Anglais (eng) Mots-clés : Autism Autobiographical memory Sensory Imageability Frequency Index. décimale : PER Périodiques Résumé : Two studies are presented that explored the effects of experimental manipulations on the quality and accessibility of autobiographical memories in adults with autism spectrum disorder (ASD), relative to a typical comparison group matched for age, gender and IQ. Both studies found that the adults with ASD generated fewer specific memories than the comparison group, and took significantly longer to do so. Despite this, experimental manipulations affected two indices of autobiographical memory (specificity and retrieval latency) similarly in both groups. These results suggest that adults with ASD experience a quantitative reduction in the speed and specificity of autobiographical memory retrieval, but that when they do retrieve these memories, they do so in a way that is qualitatively similar to that of typical adults. En ligne : http://dx.doi.org/10.1007/s10803-012-1459-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180
in Journal of Autism and Developmental Disorders > 42-10 (October 2012) . - p. 2100-2112[article] Patterns of Autobiographical Memory in Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Laura CRANE, Auteur ; Linda PRING, Auteur ; Kaylee JUKES, Auteur ; Lorna GODDARD, Auteur . - 2012 . - p. 2100-2112.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-10 (October 2012) . - p. 2100-2112
Mots-clés : Autism Autobiographical memory Sensory Imageability Frequency Index. décimale : PER Périodiques Résumé : Two studies are presented that explored the effects of experimental manipulations on the quality and accessibility of autobiographical memories in adults with autism spectrum disorder (ASD), relative to a typical comparison group matched for age, gender and IQ. Both studies found that the adults with ASD generated fewer specific memories than the comparison group, and took significantly longer to do so. Despite this, experimental manipulations affected two indices of autobiographical memory (specificity and retrieval latency) similarly in both groups. These results suggest that adults with ASD experience a quantitative reduction in the speed and specificity of autobiographical memory retrieval, but that when they do retrieve these memories, they do so in a way that is qualitatively similar to that of typical adults. En ligne : http://dx.doi.org/10.1007/s10803-012-1459-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=180