1 recherche sur le mot-clé 'Modality'

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)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1351-1363 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 [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