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Syntax and Morphology in Danish-Speaking Children with Autism Spectrum Disorder / Cecilia BRYNSKOV in Journal of Autism and Developmental Disorders, 47-2 (February 2017)
[article]
Titre : Syntax and Morphology in Danish-Speaking Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Cecilia BRYNSKOV, Auteur ; Inge-Marie EIGSTI, Auteur ; Meta JØRGENSEN, Auteur ; Sanne LEMCKE, Auteur ; Ocke-Schwen BOHN, Auteur ; Peter KRØJGAARD, Auteur Article en page(s) : p.373-383 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Vocabulary Syntax Morphology Sentence repetition Early language delay Index. décimale : PER Périodiques Résumé : The current study examined delays in syntax and morphology, and vocabulary, in autism spectrum disorder (ASD). Children ages 4–6 years with ASD (n?=?21) and typical development (n?=?21), matched on nonverbal mental age, completed five language tasks. The ASD group had significant delays in both syntax and morphology, and vocabulary measures, with significant within-group heterogeneity; furthermore, syntactic and morphological measures were impaired even for subgroups matched on vocabulary. Children in the ASD group without early language delay showed syntactic and morphological impairment, with intact performance on vocabulary and sentence repetition. Findings indicate that syntactic and morphological impairments are a significant concern for high-functioning children with ASD, and may be overlooked if language evaluation focuses exclusively on vocabulary. En ligne : http://dx.doi.org/10.1007/s10803-016-2962-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303
in Journal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.373-383[article] Syntax and Morphology in Danish-Speaking Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Cecilia BRYNSKOV, Auteur ; Inge-Marie EIGSTI, Auteur ; Meta JØRGENSEN, Auteur ; Sanne LEMCKE, Auteur ; Ocke-Schwen BOHN, Auteur ; Peter KRØJGAARD, Auteur . - p.373-383.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.373-383
Mots-clés : Autism spectrum disorder Vocabulary Syntax Morphology Sentence repetition Early language delay Index. décimale : PER Périodiques Résumé : The current study examined delays in syntax and morphology, and vocabulary, in autism spectrum disorder (ASD). Children ages 4–6 years with ASD (n?=?21) and typical development (n?=?21), matched on nonverbal mental age, completed five language tasks. The ASD group had significant delays in both syntax and morphology, and vocabulary measures, with significant within-group heterogeneity; furthermore, syntactic and morphological measures were impaired even for subgroups matched on vocabulary. Children in the ASD group without early language delay showed syntactic and morphological impairment, with intact performance on vocabulary and sentence repetition. Findings indicate that syntactic and morphological impairments are a significant concern for high-functioning children with ASD, and may be overlooked if language evaluation focuses exclusively on vocabulary. En ligne : http://dx.doi.org/10.1007/s10803-016-2962-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 Associations Between Syntax and the Lexicon Among Children With or Without ASD and Language Impairment / Karla MCGREGOR in Journal of Autism and Developmental Disorders, 42-1 (January 2012)
[article]
Titre : Associations Between Syntax and the Lexicon Among Children With or Without ASD and Language Impairment Type de document : Texte imprimé et/ou numérique Auteurs : Karla MCGREGOR, Auteur ; Amanda BERNS, Auteur ; Amanda OWEN, Auteur ; Sarah MICHELS, Auteur ; Dawna DUFF, Auteur ; Alison BAHNSEN, Auteur ; Melissa LLOYD, Auteur Année de publication : 2012 Article en page(s) : p.35-47 Langues : Anglais (eng) Mots-clés : Autism Specific language impairment Syntax Lexicon Index. décimale : PER Périodiques Résumé : Five groups of children defined by presence or absence of syntactic deficits and autism spectrum disorders (ASD) took vocabulary tests and provided sentences, definitions, and word associations. Children with ASD who were free of syntactic deficits demonstrated age-appropriate word knowledge. Children with ASD plus concomitant syntactic language impairments (ASDLI) performed similarly to peers with specific language impairment (SLI) and both demonstrated sparse lexicons characterized by partial word knowledge and immature knowledge of word-to-word relationships. This behavioral overlap speaks to the robustness of the syntax–lexicon interface and points to a similarity in the ASDLI and SLI phenotypes. En ligne : http://dx.doi.org/10.1007/s10803-011-1210-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151
in Journal of Autism and Developmental Disorders > 42-1 (January 2012) . - p.35-47[article] Associations Between Syntax and the Lexicon Among Children With or Without ASD and Language Impairment [Texte imprimé et/ou numérique] / Karla MCGREGOR, Auteur ; Amanda BERNS, Auteur ; Amanda OWEN, Auteur ; Sarah MICHELS, Auteur ; Dawna DUFF, Auteur ; Alison BAHNSEN, Auteur ; Melissa LLOYD, Auteur . - 2012 . - p.35-47.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-1 (January 2012) . - p.35-47
Mots-clés : Autism Specific language impairment Syntax Lexicon Index. décimale : PER Périodiques Résumé : Five groups of children defined by presence or absence of syntactic deficits and autism spectrum disorders (ASD) took vocabulary tests and provided sentences, definitions, and word associations. Children with ASD who were free of syntactic deficits demonstrated age-appropriate word knowledge. Children with ASD plus concomitant syntactic language impairments (ASDLI) performed similarly to peers with specific language impairment (SLI) and both demonstrated sparse lexicons characterized by partial word knowledge and immature knowledge of word-to-word relationships. This behavioral overlap speaks to the robustness of the syntax–lexicon interface and points to a similarity in the ASDLI and SLI phenotypes. En ligne : http://dx.doi.org/10.1007/s10803-011-1210-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 A Preliminary Examination of the Impact of Working Memory Training on Syntax and Processing Speed in Children with ASD / Hélène DELAGE in Journal of Autism and Developmental Disorders, 52-10 (October 2022)
[article]
Titre : A Preliminary Examination of the Impact of Working Memory Training on Syntax and Processing Speed in Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Hélène DELAGE, Auteur ; Inge-Marie EIGSTI, Auteur ; Emily STANFORD, Auteur ; Stephanie DURRLEMAN, Auteur Article en page(s) : p.4233-4251 Langues : Anglais (eng) Mots-clés : Attention Autism spectrum disorder Children Syntax Training Working memory Index. décimale : PER Périodiques Résumé : In addition to deficits in pragmatics, children with autism spectrum disorders (ASD) have weaknesses in complex syntax and working memory (WM). These two deficits may be closely related. Previous work investigated the effects of WM training in developmental language disorders and showed significant improvement in both WM and syntax. The current study tests the impact of 12Â h of WM training across 8Â weeks in 30 children with ASD, aged 5 to 11. Results showed direct improvements on untrained WM tasks, as well as transfer effects to syntax and processing speed. Stronger WM led to better syntactic abilities. While they must be replicated, these exciting results provide impetus for further studies of WM interventions. En ligne : http://dx.doi.org/10.1007/s10803-021-05295-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486
in Journal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4233-4251[article] A Preliminary Examination of the Impact of Working Memory Training on Syntax and Processing Speed in Children with ASD [Texte imprimé et/ou numérique] / Hélène DELAGE, Auteur ; Inge-Marie EIGSTI, Auteur ; Emily STANFORD, Auteur ; Stephanie DURRLEMAN, Auteur . - p.4233-4251.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4233-4251
Mots-clés : Attention Autism spectrum disorder Children Syntax Training Working memory Index. décimale : PER Périodiques Résumé : In addition to deficits in pragmatics, children with autism spectrum disorders (ASD) have weaknesses in complex syntax and working memory (WM). These two deficits may be closely related. Previous work investigated the effects of WM training in developmental language disorders and showed significant improvement in both WM and syntax. The current study tests the impact of 12Â h of WM training across 8Â weeks in 30 children with ASD, aged 5 to 11. Results showed direct improvements on untrained WM tasks, as well as transfer effects to syntax and processing speed. Stronger WM led to better syntactic abilities. While they must be replicated, these exciting results provide impetus for further studies of WM interventions. En ligne : http://dx.doi.org/10.1007/s10803-021-05295-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 The Interface of Syntax with Pragmatics and Prosody in Children with Autism Spectrum Disorders / Arhonto TERZI in Journal of Autism and Developmental Disorders, 46-8 (August 2016)
[article]
Titre : The Interface of Syntax with Pragmatics and Prosody in Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Arhonto TERZI, Auteur ; Theodoros MARINIS, Auteur ; Kostantinos FRANCIS, Auteur Article en page(s) : p.2692-2706 Langues : Anglais (eng) Mots-clés : Clitic pronouns Focus Clitic left dislocation Interfaces Syntax Discourse/pragmatics Prosody Index. décimale : PER Périodiques Résumé : In order to study problems of individuals with Autism Spectrum Disorders (ASD) with morphosyntax, we investigated twenty high-functioning Greek-speaking children (mean age: 6;11) and twenty age- and language-matched typically developing children on environments that allow or forbid object clitics or their corresponding noun phrase. Children with ASD fell behind typically developing children in comprehending and producing simple clitics and producing noun phrases in focus structures. The two groups performed similarly in comprehending and producing clitics in clitic left dislocation and in producing noun phrases in non-focus structures. We argue that children with ASD have difficulties at the interface of (morpho)syntax with pragmatics and prosody, namely, distinguishing a discourse prominent element, and considering intonation relevant for a particular interpretation that excludes clitics. En ligne : http://dx.doi.org/10.1007/s10803-016-2811-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290
in Journal of Autism and Developmental Disorders > 46-8 (August 2016) . - p.2692-2706[article] The Interface of Syntax with Pragmatics and Prosody in Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Arhonto TERZI, Auteur ; Theodoros MARINIS, Auteur ; Kostantinos FRANCIS, Auteur . - p.2692-2706.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-8 (August 2016) . - p.2692-2706
Mots-clés : Clitic pronouns Focus Clitic left dislocation Interfaces Syntax Discourse/pragmatics Prosody Index. décimale : PER Périodiques Résumé : In order to study problems of individuals with Autism Spectrum Disorders (ASD) with morphosyntax, we investigated twenty high-functioning Greek-speaking children (mean age: 6;11) and twenty age- and language-matched typically developing children on environments that allow or forbid object clitics or their corresponding noun phrase. Children with ASD fell behind typically developing children in comprehending and producing simple clitics and producing noun phrases in focus structures. The two groups performed similarly in comprehending and producing clitics in clitic left dislocation and in producing noun phrases in non-focus structures. We argue that children with ASD have difficulties at the interface of (morpho)syntax with pragmatics and prosody, namely, distinguishing a discourse prominent element, and considering intonation relevant for a particular interpretation that excludes clitics. En ligne : http://dx.doi.org/10.1007/s10803-016-2811-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 Brief Report: Predicting Social Skills from Semantic, Syntactic, and Pragmatic Language Among Young Children with Autism Spectrum Disorder / Sarah LEVINSON in Journal of Autism and Developmental Disorders, 50-11 (November 2020)
[article]
Titre : Brief Report: Predicting Social Skills from Semantic, Syntactic, and Pragmatic Language Among Young Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Sarah LEVINSON, Auteur ; Abbey EISENHOWER, Auteur ; Hillary H. BUSH, Auteur ; Alice S. CARTER, Auteur ; Jan BLACHER, Auteur Article en page(s) : p.4165-4175 Langues : Anglais (eng) Mots-clés : Asd Autism spectrum disorder Grammar Language skills Pragmatic Semantic Social skills Syntax Vocabulary Young children Index. décimale : PER Périodiques Résumé : The language and social skill deficits associated with autism spectrum disorder (ASD) warrant further study. Existing research has focused on the contributions of pragmatic language to social skills, with little attention to other aspects of language. We examined the associations across three language domains (semantics, syntax, and pragmatics) and their relations to parent- and teacher-rated social skills among children with ASD. When parent-reported language skills were considered simultaneously, only semantics significantly predicted children's social skills. For teacher-reported language skills, all three language domains predicted children's social skills, but none made unique contributions above and beyond one another. Further research should consider the impact of social context on language expectations and interventions targeting semantic language on children's development of social skills. En ligne : http://dx.doi.org/10.1007/s10803-020-04445-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432
in Journal of Autism and Developmental Disorders > 50-11 (November 2020) . - p.4165-4175[article] Brief Report: Predicting Social Skills from Semantic, Syntactic, and Pragmatic Language Among Young Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Sarah LEVINSON, Auteur ; Abbey EISENHOWER, Auteur ; Hillary H. BUSH, Auteur ; Alice S. CARTER, Auteur ; Jan BLACHER, Auteur . - p.4165-4175.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-11 (November 2020) . - p.4165-4175
Mots-clés : Asd Autism spectrum disorder Grammar Language skills Pragmatic Semantic Social skills Syntax Vocabulary Young children Index. décimale : PER Périodiques Résumé : The language and social skill deficits associated with autism spectrum disorder (ASD) warrant further study. Existing research has focused on the contributions of pragmatic language to social skills, with little attention to other aspects of language. We examined the associations across three language domains (semantics, syntax, and pragmatics) and their relations to parent- and teacher-rated social skills among children with ASD. When parent-reported language skills were considered simultaneously, only semantics significantly predicted children's social skills. For teacher-reported language skills, all three language domains predicted children's social skills, but none made unique contributions above and beyond one another. Further research should consider the impact of social context on language expectations and interventions targeting semantic language on children's development of social skills. En ligne : http://dx.doi.org/10.1007/s10803-020-04445-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 Impaired Comprehension of Alternating Syntactic Constructions in Autism / Melissa D. STOCKBRIDGE in Autism Research, 7-3 (June 2014)
PermalinkCoconuts and curtain cakes: The production of wh-questions in ASD / Nufar SUKENIK in Autism & Developmental Language Impairments, 6 (January-December 2021)
PermalinkProfound Expressive Language Impairment in Low Functioning Children with Autism: An Investigation of Syntactic Awareness Using a Computerised Learning Task / Maggie MCGONIGLE-CHALMERS in Journal of Autism and Developmental Disorders, 43-9 (September 2013)
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