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Struggling with alternative descriptions: Impaired referential processing in children with Autism Spectrum Disorder / Ekaterina OSTASHCHENKO in Research in Autism Spectrum Disorders, 66 (October 2019)
[article]
Titre : Struggling with alternative descriptions: Impaired referential processing in children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Ekaterina OSTASHCHENKO, Auteur ; Philippine GEELHAND, Auteur ; Gaétane DELIENS, Auteur ; Mikhail KISSINE, Auteur Article en page(s) : p.101414 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Lexical entrainment Conceptual perspective Referential communication Perspective-taking Flexibility Index. décimale : PER Périodiques Résumé : Background Children and adults with Autism Spectrum Disorder (ASD) show a tendency to preferentially rely on those referential descriptions that have previously been used by their conversational partner. However, such a tendency may become maladaptive in a situation of interaction with different partners who may introduce alternative lexical descriptions for the same referent. Methods Six-year-old children with ASD, as well as mental- and verbal-age-matched typically developing (TD) children moved items on a touch-screen following instructions by an experimenter. During the entrainment phase, the experimenter introduced lexical descriptions for all the items. Then, either the original experimenter or a new partner, depending on the condition, used alternative descriptions for some items and kept the same descriptions for others. Accuracy and time to locate items were collected. Results Relative to TD children, children with ASD had more difficulty in recognizing and interpreting referential descriptions when another description has been previously used. Whether a new description was introduced by a new or the original experimenter had no effect in any group. Conclusion Referential processing in ASD is compromised by impaired ability to confront alternative conceptual perspectives. A potential executive source for these difficulties is discussed. En ligne : https://doi.org/10.1016/j.rasd.2019.101414 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404
in Research in Autism Spectrum Disorders > 66 (October 2019) . - p.101414[article] Struggling with alternative descriptions: Impaired referential processing in children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Ekaterina OSTASHCHENKO, Auteur ; Philippine GEELHAND, Auteur ; Gaétane DELIENS, Auteur ; Mikhail KISSINE, Auteur . - p.101414.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 66 (October 2019) . - p.101414
Mots-clés : Autism Spectrum Disorder Lexical entrainment Conceptual perspective Referential communication Perspective-taking Flexibility Index. décimale : PER Périodiques Résumé : Background Children and adults with Autism Spectrum Disorder (ASD) show a tendency to preferentially rely on those referential descriptions that have previously been used by their conversational partner. However, such a tendency may become maladaptive in a situation of interaction with different partners who may introduce alternative lexical descriptions for the same referent. Methods Six-year-old children with ASD, as well as mental- and verbal-age-matched typically developing (TD) children moved items on a touch-screen following instructions by an experimenter. During the entrainment phase, the experimenter introduced lexical descriptions for all the items. Then, either the original experimenter or a new partner, depending on the condition, used alternative descriptions for some items and kept the same descriptions for others. Accuracy and time to locate items were collected. Results Relative to TD children, children with ASD had more difficulty in recognizing and interpreting referential descriptions when another description has been previously used. Whether a new description was introduced by a new or the original experimenter had no effect in any group. Conclusion Referential processing in ASD is compromised by impaired ability to confront alternative conceptual perspectives. A potential executive source for these difficulties is discussed. En ligne : https://doi.org/10.1016/j.rasd.2019.101414 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404 A mind-reading puzzle: Autistic people are more efficient at a theory-of-mind task / Estefania LOZA in Research in Autism Spectrum Disorders, 101 (March 2023)
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Titre : A mind-reading puzzle: Autistic people are more efficient at a theory-of-mind task Type de document : Texte imprimé et/ou numérique Auteurs : Estefania LOZA, Auteur ; Frédérique AMSELLEM, Auteur ; Tiziana ZALLA, Auteur ; Ariane CARTIGNY, Auteur ; Marion LEBOYER, Auteur ; Richard DELORME, Auteur ; Franck RAMUS, Auteur ; Baudouin FORGEOT D'ARC, Auteur Article en page(s) : 102105 Langues : Anglais (eng) Mots-clés : Autism Social cognition Theory of mind Executive control Referential communication Index. décimale : PER Périodiques Résumé : Theory of Mind (ToM) is essential to adapt in social situations; however, a ToM deficit might be involved in autism. To better understand how ToM reasoning affects problem solving in autistic and non-autistic individuals, we compared autistic and non-autistic children and adults in a series of problems presented in social and non-social framings, using an adapted version of a classical referential communication task. In the social framing, participants were asked to anticipate the behavior of an agent who might ignore some components of the scene. In the non-social framing, the task required participants to consider and ignore similar features of the scene, but an agent was not involved. Simply framing the task as a social one increased the difficulty, particularly for non-autistic participants. Interestingly, the framing had less of an impact on autistic participants, who showed better performance in the social task relative to non-autistics and maintained similar performance across framings. We propose that autistic participants might have translated the social instructions into a general rule that proved more efficient in this situation. Our findings suggest a critical distinction between ToM understanding and the continuous use of a ToM strategy in repeated situations. En ligne : https://doi.org/10.1016/j.rasd.2023.102105 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492
in Research in Autism Spectrum Disorders > 101 (March 2023) . - 102105[article] A mind-reading puzzle: Autistic people are more efficient at a theory-of-mind task [Texte imprimé et/ou numérique] / Estefania LOZA, Auteur ; Frédérique AMSELLEM, Auteur ; Tiziana ZALLA, Auteur ; Ariane CARTIGNY, Auteur ; Marion LEBOYER, Auteur ; Richard DELORME, Auteur ; Franck RAMUS, Auteur ; Baudouin FORGEOT D'ARC, Auteur . - 102105.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 101 (March 2023) . - 102105
Mots-clés : Autism Social cognition Theory of mind Executive control Referential communication Index. décimale : PER Périodiques Résumé : Theory of Mind (ToM) is essential to adapt in social situations; however, a ToM deficit might be involved in autism. To better understand how ToM reasoning affects problem solving in autistic and non-autistic individuals, we compared autistic and non-autistic children and adults in a series of problems presented in social and non-social framings, using an adapted version of a classical referential communication task. In the social framing, participants were asked to anticipate the behavior of an agent who might ignore some components of the scene. In the non-social framing, the task required participants to consider and ignore similar features of the scene, but an agent was not involved. Simply framing the task as a social one increased the difficulty, particularly for non-autistic participants. Interestingly, the framing had less of an impact on autistic participants, who showed better performance in the social task relative to non-autistics and maintained similar performance across framings. We propose that autistic participants might have translated the social instructions into a general rule that proved more efficient in this situation. Our findings suggest a critical distinction between ToM understanding and the continuous use of a ToM strategy in repeated situations. En ligne : https://doi.org/10.1016/j.rasd.2023.102105 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=492 Thinking About a Reader’s Mind: Fostering Communicative Clarity in the Compositions of Youth with Autism Spectrum Disorders / Michael GROSSMAN in Journal of Autism and Developmental Disorders, 43-10 (October 2013)
[article]
Titre : Thinking About a Reader’s Mind: Fostering Communicative Clarity in the Compositions of Youth with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Michael GROSSMAN, Auteur ; Joan PESKIN, Auteur ; Valerie SAN JUAN, Auteur Article en page(s) : p.2376-2392 Langues : Anglais (eng) Mots-clés : Autism Asperger syndrome Referential communication Writing Theory of mind Intervention Index. décimale : PER Périodiques Résumé : A critical component of effective communication is the ability to consider the knowledge state of one’s audience, yet individuals with autism spectrum disorders (ASD) have difficulty representing the mental states of others. In the present study, youth with high-functioning ASD were trained to consider their reader’s knowledge states in their compositions using a novel computer-based task. After two training trials, participants who received visual feedback from a confederate demonstrated significantly greater communicative clarity on the training measure compared to a control group. The improvements from training transferred to similar and very different tasks, and were maintained approximately 6 weeks post-intervention. These results provide support for the sustained efficacy of a rapid and motivating communication intervention for youth with high-functioning ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1786-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215
in Journal of Autism and Developmental Disorders > 43-10 (October 2013) . - p.2376-2392[article] Thinking About a Reader’s Mind: Fostering Communicative Clarity in the Compositions of Youth with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Michael GROSSMAN, Auteur ; Joan PESKIN, Auteur ; Valerie SAN JUAN, Auteur . - p.2376-2392.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-10 (October 2013) . - p.2376-2392
Mots-clés : Autism Asperger syndrome Referential communication Writing Theory of mind Intervention Index. décimale : PER Périodiques Résumé : A critical component of effective communication is the ability to consider the knowledge state of one’s audience, yet individuals with autism spectrum disorders (ASD) have difficulty representing the mental states of others. In the present study, youth with high-functioning ASD were trained to consider their reader’s knowledge states in their compositions using a novel computer-based task. After two training trials, participants who received visual feedback from a confederate demonstrated significantly greater communicative clarity on the training measure compared to a control group. The improvements from training transferred to similar and very different tasks, and were maintained approximately 6 weeks post-intervention. These results provide support for the sustained efficacy of a rapid and motivating communication intervention for youth with high-functioning ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1786-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215 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 Verbal labels increase the salience of novel objects for preschoolers with typical development and Williams syndrome, but not in autism / G. VIVANTI in Journal of Neurodevelopmental Disorders, 8-1 (December 2016)
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Titre : Verbal labels increase the salience of novel objects for preschoolers with typical development and Williams syndrome, but not in autism Type de document : Texte imprimé et/ou numérique Auteurs : G. VIVANTI, Auteur ; D. R. HOCKING, Auteur ; P. FANNING, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : p.46 Langues : Anglais (eng) Mots-clés : Autism Referential communication Social learning Williams syndrome Index. décimale : PER Périodiques Résumé : BACKGROUND: Early research has documented that young children show an increased interest toward objects that are verbally labeled by an adult, compared to objects that are presented without a label. It is unclear whether the same phenomenon occurs in neurodevelopmental disorders affecting social development, such as autism spectrum disorder (ASD) and Williams syndrome (WS). METHODS: The present study used a novel eye-tracking paradigm to determine whether hearing a verbal label increases the salience of novel objects in 35 preschoolers with ASD, 18 preschoolers with WS, and 20 typically developing peers. RESULTS: We found that typically developing children and those with WS, but not those with ASD, spent significantly more time looking at objects that are verbally labeled by an adult, compared to objects that are presented without a label. CONCLUSIONS: In children without ASD, information accompanied by the speaker's verbal label is accorded a "special status," and it is more likely to be attended to. In contrast, children with ASD do not appear to attribute a special salience to labeled objects compared to non-labeled objects. This result is consistent with the notion that reduced responsivity to pedagogical cues hinders social learning in young children with ASD. En ligne : http://dx.doi.org/10.1186/s11689-016-9180-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=349
in Journal of Neurodevelopmental Disorders > 8-1 (December 2016) . - p.46[article] Verbal labels increase the salience of novel objects for preschoolers with typical development and Williams syndrome, but not in autism [Texte imprimé et/ou numérique] / G. VIVANTI, Auteur ; D. R. HOCKING, Auteur ; P. FANNING, Auteur ; Cheryl DISSANAYAKE, Auteur . - p.46.
Langues : Anglais (eng)
in Journal of Neurodevelopmental Disorders > 8-1 (December 2016) . - p.46
Mots-clés : Autism Referential communication Social learning Williams syndrome Index. décimale : PER Périodiques Résumé : BACKGROUND: Early research has documented that young children show an increased interest toward objects that are verbally labeled by an adult, compared to objects that are presented without a label. It is unclear whether the same phenomenon occurs in neurodevelopmental disorders affecting social development, such as autism spectrum disorder (ASD) and Williams syndrome (WS). METHODS: The present study used a novel eye-tracking paradigm to determine whether hearing a verbal label increases the salience of novel objects in 35 preschoolers with ASD, 18 preschoolers with WS, and 20 typically developing peers. RESULTS: We found that typically developing children and those with WS, but not those with ASD, spent significantly more time looking at objects that are verbally labeled by an adult, compared to objects that are presented without a label. CONCLUSIONS: In children without ASD, information accompanied by the speaker's verbal label is accorded a "special status," and it is more likely to be attended to. In contrast, children with ASD do not appear to attribute a special salience to labeled objects compared to non-labeled objects. This result is consistent with the notion that reduced responsivity to pedagogical cues hinders social learning in young children with ASD. En ligne : http://dx.doi.org/10.1186/s11689-016-9180-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=349 ‘What’s new for you?’: Interlocutor-specific perspective-taking and language interpretation in autistic and neuro-typical children / Kirsten ABBOT-SMITH in Research in Autism Spectrum Disorders, 70 (February 2020)
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