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Comprehension of Wh-Questions Precedes Their Production in Typical Development and Autism Spectrum Disorders / Anthony GOODWIN in Autism Research, 5-2 (April 2012)
[article]
Titre : Comprehension of Wh-Questions Precedes Their Production in Typical Development and Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Anthony GOODWIN, Auteur ; Deborah A. FEIN, Auteur ; Letitia R. NAIGLES, Auteur Année de publication : 2012 Article en page(s) : p.109-123 Langues : Anglais (eng) Mots-clés : wh-questions language grammar production comprehension Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) rarely produce wh-questions (e.g. “What hit the book?”) in naturalistic speech. It is unclear if this is due to social–pragmatic difficulties, or if grammatical deficits are also involved. If grammar is impaired, production of wh-questions by rote memorization might precede comprehension of similar forms. In a longitudinal study, 15 children with ASD and 18 initially language-matched typically developing (TD) toddlers were visited in their homes at 4-month intervals across a 3-year period. The wh-question task was presented via intermodal preferential looking. Silent “hitting” events (e.g. an apple hitting a flower) were followed by test trials in which the apple and flower were juxtaposed on the screen. During test trials, subject-wh- and object-wh-question audios were sequentially presented (e.g. “What hit the flower?” or ”What did the apple hit?”). Control audios were also presented (e.g. “Where's the apple/flower?”). Children's eye movements were coded off-line, frame by frame. To show reliable comprehension, children should look longer to the named item (i.e. apple or flower) during the “where” questions but less at the named item during the subject-wh and object-wh-questions. To compare comprehension to production, we coded 30-min spontaneous speech samples drawn from mother–child interactions at each visit. Results indicated that comprehension of subject- and object-wh-questions was delayed in children with ASD compared with age-matched TD children, but not when matched on overall language levels. Additionally, both groups comprehended wh-questions before producing similar forms, indicating that development occurred in a similar manner. This paper discusses the implications of our findings for language acquisition in ASD. En ligne : http://dx.doi.org/10.1002/aur.1220 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155
in Autism Research > 5-2 (April 2012) . - p.109-123[article] Comprehension of Wh-Questions Precedes Their Production in Typical Development and Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Anthony GOODWIN, Auteur ; Deborah A. FEIN, Auteur ; Letitia R. NAIGLES, Auteur . - 2012 . - p.109-123.
Langues : Anglais (eng)
in Autism Research > 5-2 (April 2012) . - p.109-123
Mots-clés : wh-questions language grammar production comprehension Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders (ASD) rarely produce wh-questions (e.g. “What hit the book?”) in naturalistic speech. It is unclear if this is due to social–pragmatic difficulties, or if grammatical deficits are also involved. If grammar is impaired, production of wh-questions by rote memorization might precede comprehension of similar forms. In a longitudinal study, 15 children with ASD and 18 initially language-matched typically developing (TD) toddlers were visited in their homes at 4-month intervals across a 3-year period. The wh-question task was presented via intermodal preferential looking. Silent “hitting” events (e.g. an apple hitting a flower) were followed by test trials in which the apple and flower were juxtaposed on the screen. During test trials, subject-wh- and object-wh-question audios were sequentially presented (e.g. “What hit the flower?” or ”What did the apple hit?”). Control audios were also presented (e.g. “Where's the apple/flower?”). Children's eye movements were coded off-line, frame by frame. To show reliable comprehension, children should look longer to the named item (i.e. apple or flower) during the “where” questions but less at the named item during the subject-wh and object-wh-questions. To compare comprehension to production, we coded 30-min spontaneous speech samples drawn from mother–child interactions at each visit. Results indicated that comprehension of subject- and object-wh-questions was delayed in children with ASD compared with age-matched TD children, but not when matched on overall language levels. Additionally, both groups comprehended wh-questions before producing similar forms, indicating that development occurred in a similar manner. This paper discusses the implications of our findings for language acquisition in ASD. En ligne : http://dx.doi.org/10.1002/aur.1220 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=155 Online Processing of Subject-Verb-Object Order in a Diverse Sample of Mandarin-Exposed Preschool Children with Autism Spectrum Disorder / Y. E. SU in Autism Research, 12-12 (December)
[article]
Titre : Online Processing of Subject-Verb-Object Order in a Diverse Sample of Mandarin-Exposed Preschool Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Y. E. SU, Auteur ; L. R. NAIGLES, Auteur Année de publication : 2019 Article en page(s) : p.1829-1844 Langues : Anglais (eng) Mots-clés : Mandarin Chinese grammar online sentence processing preschoolers word order Index. décimale : PER Périodiques Résumé : Grammatical comprehension remains a strength in English-exposed young children with autism spectrum disorder (ASD), yet limited research has investigated how preschool children with ASD process grammatical structures in real time, in any language. Using the eye-movement measures of Intermodal Preferential Looking, we assessed online processing of subject-verb-object (SVO) order in seventy 2- to 5-year-old children with ASD exposed to Mandarin Chinese across the spectrum, whose vocabulary production scores were dramatically delayed compared with the typical controls. With this Mandarin-exposed sample, we tested the extent to which children with ASD require (a) highly consistent input and/or (b) good discourse/pragmatics for acquiring grammatical structures. Children viewed side-by-side videos depicting reversible actions (e.g., a bird pushing a horse vs. a horse pushing a bird), and heard an audio matching only one of those actions; their eyegaze to each video was coded and analyzed. Both typically developing children and children with ASD demonstrated comprehension of SVO word order, suggesting that core grammatical structures such as basic word order may be preserved in children with ASD across languages despite radical differences in language environment, social/pragmatic abilities, and neurological organization. However, children with ASD were less efficient in online sentence processing than typical children, and the efficiency of their online sentence processing was related to their standardized language assessment scores. Of note is that across both Mandarin Chinese and English, some proportion of minimally verbal children with ASD exhibited SVO comprehension despite their profoundly impaired expressive language skills. Autism Res 2019, 12: 1829-1844. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Grammar is a strength in the language comprehension of young English learners with autism spectrum disorder (ASD). Eye-movement data from a diverse sample of Chinese preschoolers with ASD indicated similar grammatical strength of basic word order in Chinese (e.g., to understand sentences like "The bird is pushing the horse"). Moreover, children's proficiency of sentence processing was related to their language assessment scores. Across languages, such knowledge is even spared in some minimally verbal children with ASD. En ligne : http://dx.doi.org/10.1002/aur.2190 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=413
in Autism Research > 12-12 (December) . - p.1829-1844[article] Online Processing of Subject-Verb-Object Order in a Diverse Sample of Mandarin-Exposed Preschool Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Y. E. SU, Auteur ; L. R. NAIGLES, Auteur . - 2019 . - p.1829-1844.
Langues : Anglais (eng)
in Autism Research > 12-12 (December) . - p.1829-1844
Mots-clés : Mandarin Chinese grammar online sentence processing preschoolers word order Index. décimale : PER Périodiques Résumé : Grammatical comprehension remains a strength in English-exposed young children with autism spectrum disorder (ASD), yet limited research has investigated how preschool children with ASD process grammatical structures in real time, in any language. Using the eye-movement measures of Intermodal Preferential Looking, we assessed online processing of subject-verb-object (SVO) order in seventy 2- to 5-year-old children with ASD exposed to Mandarin Chinese across the spectrum, whose vocabulary production scores were dramatically delayed compared with the typical controls. With this Mandarin-exposed sample, we tested the extent to which children with ASD require (a) highly consistent input and/or (b) good discourse/pragmatics for acquiring grammatical structures. Children viewed side-by-side videos depicting reversible actions (e.g., a bird pushing a horse vs. a horse pushing a bird), and heard an audio matching only one of those actions; their eyegaze to each video was coded and analyzed. Both typically developing children and children with ASD demonstrated comprehension of SVO word order, suggesting that core grammatical structures such as basic word order may be preserved in children with ASD across languages despite radical differences in language environment, social/pragmatic abilities, and neurological organization. However, children with ASD were less efficient in online sentence processing than typical children, and the efficiency of their online sentence processing was related to their standardized language assessment scores. Of note is that across both Mandarin Chinese and English, some proportion of minimally verbal children with ASD exhibited SVO comprehension despite their profoundly impaired expressive language skills. Autism Res 2019, 12: 1829-1844. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Grammar is a strength in the language comprehension of young English learners with autism spectrum disorder (ASD). Eye-movement data from a diverse sample of Chinese preschoolers with ASD indicated similar grammatical strength of basic word order in Chinese (e.g., to understand sentences like "The bird is pushing the horse"). Moreover, children's proficiency of sentence processing was related to their language assessment scores. Across languages, such knowledge is even spared in some minimally verbal children with ASD. En ligne : http://dx.doi.org/10.1002/aur.2190 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=413 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 Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children / Lin LEI in Journal of Child Psychology and Psychiatry, 52-2 (February 2011)
[article]
Titre : Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children Type de document : Texte imprimé et/ou numérique Auteurs : Lin LEI, Auteur ; Jinger PAN, Auteur ; Hongyun LIU, Auteur ; Catherine MCBRIDE-CHANG, Auteur ; Hong LI, Auteur ; Yuping ZHANG, Auteur ; Lang CHEN, Auteur ; Twila TARDIF, Auteur ; Weilan LIANG, Auteur ; Zhixiang ZHANG, Auteur ; Hua SHU, Auteur Année de publication : 2011 Article en page(s) : p.212-220 Langues : Anglais (eng) Mots-clés : Morphological awareness grammar vocabulary knowledge phonological awareness rapid automatized naming (RAN) Index. décimale : PER Périodiques Résumé : Background: Early prediction of reading disabilities in Chinese is important for early remediation efforts. In this 6-year longitudinal study, we investigated the early cognitive predictors of reading skill in a statistically representative sample of Chinese children from Beijing.
Method: Two hundred sixty-one (261) native Chinese children were administered seven language-related skills over three years between the ages of 3 and 6 years. Performances on these skills were then examined in relation to subsequent word reading accuracy and fluency. Individual differences in developmental profiles across tasks were then estimated using growth mixture modeling.
Results: Four developmental trajectories were classified – the typical (control), catch-up (with low initial cognitive performances but adequate subsequent reading), literacy-related-cognitive-delay (with difficulties in morphological awareness, phonological awareness, and speeded naming and subsequent word recognition), and language-delay (relatively low across all tasks) groups.
Conclusion: Findings suggest that the combination of phonological awareness, rapid naming and morphological awareness are essential in the early prediction of later reading difficulties in Chinese children.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02311.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=116
in Journal of Child Psychology and Psychiatry > 52-2 (February 2011) . - p.212-220[article] Developmental trajectories of reading development and impairment from ages 3 to 8 years in Chinese children [Texte imprimé et/ou numérique] / Lin LEI, Auteur ; Jinger PAN, Auteur ; Hongyun LIU, Auteur ; Catherine MCBRIDE-CHANG, Auteur ; Hong LI, Auteur ; Yuping ZHANG, Auteur ; Lang CHEN, Auteur ; Twila TARDIF, Auteur ; Weilan LIANG, Auteur ; Zhixiang ZHANG, Auteur ; Hua SHU, Auteur . - 2011 . - p.212-220.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 52-2 (February 2011) . - p.212-220
Mots-clés : Morphological awareness grammar vocabulary knowledge phonological awareness rapid automatized naming (RAN) Index. décimale : PER Périodiques Résumé : Background: Early prediction of reading disabilities in Chinese is important for early remediation efforts. In this 6-year longitudinal study, we investigated the early cognitive predictors of reading skill in a statistically representative sample of Chinese children from Beijing.
Method: Two hundred sixty-one (261) native Chinese children were administered seven language-related skills over three years between the ages of 3 and 6 years. Performances on these skills were then examined in relation to subsequent word reading accuracy and fluency. Individual differences in developmental profiles across tasks were then estimated using growth mixture modeling.
Results: Four developmental trajectories were classified – the typical (control), catch-up (with low initial cognitive performances but adequate subsequent reading), literacy-related-cognitive-delay (with difficulties in morphological awareness, phonological awareness, and speeded naming and subsequent word recognition), and language-delay (relatively low across all tasks) groups.
Conclusion: Findings suggest that the combination of phonological awareness, rapid naming and morphological awareness are essential in the early prediction of later reading difficulties in Chinese children.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02311.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=116 Lexical and Grammatical Skills in Toddlers on the Autism Spectrum Compared to Late Talking Toddlers / Susan Ellis WEISMER in Journal of Autism and Developmental Disorders, 41-8 (August 2011)
[article]
Titre : Lexical and Grammatical Skills in Toddlers on the Autism Spectrum Compared to Late Talking Toddlers Type de document : Texte imprimé et/ou numérique Auteurs : Susan Ellis WEISMER, Auteur ; Morton Ann GERNSBACHER, Auteur ; Sheri T. STRONACH, Auteur ; Courtney KARASINSKI, Auteur ; Elizabeth R. EERNISSE, Auteur ; Courtney E. VENKER, Auteur ; Heidi SINDBERG, Auteur Année de publication : 2011 Article en page(s) : p.1065-1075 Langues : Anglais (eng) Mots-clés : Autism Language Late talkers Vocabulary Semantic categories Grammar Psychological state terms Index. décimale : PER Périodiques Résumé : This study compared language development in 30-month-old toddlers on the autism spectrum and 25-month-old late talking toddlers without autism. Groups were matched on overall productive vocabulary (and nonverbal cognition was controlled) in order to compare language acquisition patterns related to vocabulary composition and early lexical–grammatical relationships. Findings revealed that semantic categories of words—including psychological state terms—used by toddlers on the autism spectrum were very similar to those of late talkers. Both groups were equivalent with respect to grammatical complexity and proportion of toddlers combining words, though late talkers displayed a relatively stronger association between lexical–grammatical abilities. These tentative findings are consistent with a dimensional account of early, core linguistic abilities across different populations of children with language delay. En ligne : http://dx.doi.org/10.1007/s10803-010-1134-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=132
in Journal of Autism and Developmental Disorders > 41-8 (August 2011) . - p.1065-1075[article] Lexical and Grammatical Skills in Toddlers on the Autism Spectrum Compared to Late Talking Toddlers [Texte imprimé et/ou numérique] / Susan Ellis WEISMER, Auteur ; Morton Ann GERNSBACHER, Auteur ; Sheri T. STRONACH, Auteur ; Courtney KARASINSKI, Auteur ; Elizabeth R. EERNISSE, Auteur ; Courtney E. VENKER, Auteur ; Heidi SINDBERG, Auteur . - 2011 . - p.1065-1075.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 41-8 (August 2011) . - p.1065-1075
Mots-clés : Autism Language Late talkers Vocabulary Semantic categories Grammar Psychological state terms Index. décimale : PER Périodiques Résumé : This study compared language development in 30-month-old toddlers on the autism spectrum and 25-month-old late talking toddlers without autism. Groups were matched on overall productive vocabulary (and nonverbal cognition was controlled) in order to compare language acquisition patterns related to vocabulary composition and early lexical–grammatical relationships. Findings revealed that semantic categories of words—including psychological state terms—used by toddlers on the autism spectrum were very similar to those of late talkers. Both groups were equivalent with respect to grammatical complexity and proportion of toddlers combining words, though late talkers displayed a relatively stronger association between lexical–grammatical abilities. These tentative findings are consistent with a dimensional account of early, core linguistic abilities across different populations of children with language delay. En ligne : http://dx.doi.org/10.1007/s10803-010-1134-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=132 Linguistic markers of autism spectrum conditions in narratives: A comprehensive analysis / Joana ROSSELLÓ ; Teresa Ribalta TORRADES ; Wolfram HINZEN in Autism & Developmental Language Impairments, 8 (January-December 2023)
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