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Pathways to meaning: Written and spoken word priming in children with ASD versus typically developing peers / Keely HARPER-HILL in Research in Autism Spectrum Disorders, 8-10 (October 2014)
[article]
Titre : Pathways to meaning: Written and spoken word priming in children with ASD versus typically developing peers Type de document : Texte imprimé et/ou numérique Auteurs : Keely HARPER-HILL, Auteur ; David COPLAND, Auteur ; Wendy ARNOTT, Auteur Article en page(s) : p.1351-1363 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Semantics Lexical access Modality Visual support Index. décimale : PER Périodiques Résumé : Visual supports are widely utilized with children on the autism spectrum, however, the effect of visual versus auditory modality on language comprehension has not been directly investigated. To address this issue, we utilized a semantic priming paradigm in two experiments with 18 children with ASD and no language impairment and 14 children with typical development. In the first, cross-modal experiment with a spoken word prime, no priming effect was identified. In the second, uni-modal written word prime experiment, a three-way interaction was identified. Subsequent analysis revealed that priming occurred only in the younger participants with ASD. These results are discussed in terms of the cross- and uni-modal demands of the two experiments and in light of lexical processing of spoken and written words within a developmental framework. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239
in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1351-1363[article] Pathways to meaning: Written and spoken word priming in children with ASD versus typically developing peers [Texte imprimé et/ou numérique] / Keely HARPER-HILL, Auteur ; David COPLAND, Auteur ; Wendy ARNOTT, Auteur . - p.1351-1363.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1351-1363
Mots-clés : Autism spectrum disorder Semantics Lexical access Modality Visual support Index. décimale : PER Périodiques Résumé : Visual supports are widely utilized with children on the autism spectrum, however, the effect of visual versus auditory modality on language comprehension has not been directly investigated. To address this issue, we utilized a semantic priming paradigm in two experiments with 18 children with ASD and no language impairment and 14 children with typical development. In the first, cross-modal experiment with a spoken word prime, no priming effect was identified. In the second, uni-modal written word prime experiment, a three-way interaction was identified. Subsequent analysis revealed that priming occurred only in the younger participants with ASD. These results are discussed in terms of the cross- and uni-modal demands of the two experiments and in light of lexical processing of spoken and written words within a developmental framework. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.07.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239 A Spectrotemporal Correlate of Language Impairment in Autism Spectrum Disorder / Luke BLOY in Journal of Autism and Developmental Disorders, 49-8 (August 2019)
[article]
Titre : A Spectrotemporal Correlate of Language Impairment in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Luke BLOY, Auteur ; K. SHWAYDER, Auteur ; Lisa BLASKEY, Auteur ; T. P. L. ROBERTS, Auteur ; D. EMBICK, Auteur Article en page(s) : p.3181-3190 Langues : Anglais (eng) Mots-clés : Language impairment Lexical access Magnetoencephalography (MEG) Oscillation Index. décimale : PER Périodiques Résumé : This study introduces an objective neurophysiological marker of language ability, the integral of event-related desynchronization in the 5-20 Hz band during 0.2-1 seconds post auditory stimulation with interleaved word/non-word tokens. This measure correlates with clinical assessment of language function in both ASD and neurotypical pediatric populations. The measure does not appear related to general cognitive ability nor autism symptom severity (beyond degree of language impairment). We suggest that this oscillatory brain activity indexes lexical search and thus increases with increased search in the mental lexicon. While specificity for language impairment in ASD remains to be determined, such an objective index has potential utility in low functioning individuals with ASD and young children during language acquisition. En ligne : http://dx.doi.org/10.1007/s10803-019-04040-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403
in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3181-3190[article] A Spectrotemporal Correlate of Language Impairment in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Luke BLOY, Auteur ; K. SHWAYDER, Auteur ; Lisa BLASKEY, Auteur ; T. P. L. ROBERTS, Auteur ; D. EMBICK, Auteur . - p.3181-3190.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3181-3190
Mots-clés : Language impairment Lexical access Magnetoencephalography (MEG) Oscillation Index. décimale : PER Périodiques Résumé : This study introduces an objective neurophysiological marker of language ability, the integral of event-related desynchronization in the 5-20 Hz band during 0.2-1 seconds post auditory stimulation with interleaved word/non-word tokens. This measure correlates with clinical assessment of language function in both ASD and neurotypical pediatric populations. The measure does not appear related to general cognitive ability nor autism symptom severity (beyond degree of language impairment). We suggest that this oscillatory brain activity indexes lexical search and thus increases with increased search in the mental lexicon. While specificity for language impairment in ASD remains to be determined, such an objective index has potential utility in low functioning individuals with ASD and young children during language acquisition. En ligne : http://dx.doi.org/10.1007/s10803-019-04040-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403