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Accessing and selecting word meaning in autism spectrum disorder / Lynnette M. HENDERSON in Journal of Child Psychology and Psychiatry, 52-9 (September 2011)
[article]
Titre : Accessing and selecting word meaning in autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lynnette M. HENDERSON, Auteur ; Paula J. CLARKE, Auteur ; Margaret J. SNOWLING, Auteur Année de publication : 2011 Article en page(s) : p.964-973 Langues : Anglais (eng) Mots-clés : Language comprehension ambiguity resolution semantic priming homonyms poor comprehenders Index. décimale : PER Périodiques Résumé : Background: Comprehension difficulties are commonly reported in autism spectrum disorder (ASD) but the causes of these difficulties are poorly understood. This study investigates how children with ASD access and select meanings of ambiguous words to test four hypotheses regarding the nature of their comprehension difficulties: semantic deficit, weak central coherence, reduced top-down control and inhibition deficit.
Methods: The cross-modal semantic priming paradigm was used. Children heard homonym primes in isolation or as final words in sentences biased towards the subordinate meaning and then named picture targets depicting dominant or subordinate associates of homonyms.
Results: When homonyms were presented in isolation, children with ASD and controls showed priming for dominant and subordinate pictures at 250ms ISI. At 1,000ms ISI, the controls showed dominant (but not subordinate) priming whilst the ASD group did not show any priming. When homonyms were presented in subordinate sentence contexts, both groups only showed priming for context-appropriate (subordinate) meanings at 250ms ISI, suggesting that context has an early influence on meaning selection. At 1,000ms ISI the controls showed context-appropriate (but not inappropriate) priming whereas the ASD group showed both appropriate and inappropriate priming.
Conclusions: Children with ASD showed intact access to semantic information early in the time course of processing; however, they showed impairments in the selection of semantic representations later in processing. These findings suggest that a difficulty with initiating top-down strategies to modulate online semantic processing may compromise language comprehension in ASD. Implications for intervention are discussed.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02393.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141
in Journal of Child Psychology and Psychiatry > 52-9 (September 2011) . - p.964-973[article] Accessing and selecting word meaning in autism spectrum disorder [Texte imprimé et/ou numérique] / Lynnette M. HENDERSON, Auteur ; Paula J. CLARKE, Auteur ; Margaret J. SNOWLING, Auteur . - 2011 . - p.964-973.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 52-9 (September 2011) . - p.964-973
Mots-clés : Language comprehension ambiguity resolution semantic priming homonyms poor comprehenders Index. décimale : PER Périodiques Résumé : Background: Comprehension difficulties are commonly reported in autism spectrum disorder (ASD) but the causes of these difficulties are poorly understood. This study investigates how children with ASD access and select meanings of ambiguous words to test four hypotheses regarding the nature of their comprehension difficulties: semantic deficit, weak central coherence, reduced top-down control and inhibition deficit.
Methods: The cross-modal semantic priming paradigm was used. Children heard homonym primes in isolation or as final words in sentences biased towards the subordinate meaning and then named picture targets depicting dominant or subordinate associates of homonyms.
Results: When homonyms were presented in isolation, children with ASD and controls showed priming for dominant and subordinate pictures at 250ms ISI. At 1,000ms ISI, the controls showed dominant (but not subordinate) priming whilst the ASD group did not show any priming. When homonyms were presented in subordinate sentence contexts, both groups only showed priming for context-appropriate (subordinate) meanings at 250ms ISI, suggesting that context has an early influence on meaning selection. At 1,000ms ISI the controls showed context-appropriate (but not inappropriate) priming whereas the ASD group showed both appropriate and inappropriate priming.
Conclusions: Children with ASD showed intact access to semantic information early in the time course of processing; however, they showed impairments in the selection of semantic representations later in processing. These findings suggest that a difficulty with initiating top-down strategies to modulate online semantic processing may compromise language comprehension in ASD. Implications for intervention are discussed.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02393.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=141 Efficiency of Lexical Access in Children with Autism Spectrum Disorders: Does Modality Matter? / Keely HARPER-HILL in Journal of Autism and Developmental Disorders, 44-8 (August 2014)
[article]
Titre : Efficiency of Lexical Access in Children with Autism Spectrum Disorders: Does Modality Matter? Type de document : Texte imprimé et/ou numérique Auteurs : Keely HARPER-HILL, Auteur ; David COPLAND, Auteur ; Wendy ARNOTT, Auteur Article en page(s) : p.1819-1832 Langues : Anglais (eng) Mots-clés : Children Language Semantic priming Retrospective semantic matching Attention Visual support Autism spectrum disorders Index. décimale : PER Périodiques Résumé : The provision of visual support to individuals with an autism spectrum disorder (ASD) is widely recommended. We explored one mechanism underlying the use of visual supports: efficiency of language processing. Two groups of children, one with and one without an ASD, participated. The groups had comparable oral and written language skills and nonverbal cognitive abilities. In two semantic priming experiments, prime modality and prime–target relatedness were manipulated. Response time and accuracy of lexical decisions on the spoken word targets were measured. In the first uni-modal experiment, both groups demonstrated significant priming effects. In the second experiment which was cross-modal, no effect for relatedness or group was found. This result is considered in the light of the attentional capacity required for access to the lexicon via written stimuli within the developing semantic system. These preliminary findings are also considered with respect to the use of visual support for children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2055-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236
in Journal of Autism and Developmental Disorders > 44-8 (August 2014) . - p.1819-1832[article] Efficiency of Lexical Access in Children with Autism Spectrum Disorders: Does Modality Matter? [Texte imprimé et/ou numérique] / Keely HARPER-HILL, Auteur ; David COPLAND, Auteur ; Wendy ARNOTT, Auteur . - p.1819-1832.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-8 (August 2014) . - p.1819-1832
Mots-clés : Children Language Semantic priming Retrospective semantic matching Attention Visual support Autism spectrum disorders Index. décimale : PER Périodiques Résumé : The provision of visual support to individuals with an autism spectrum disorder (ASD) is widely recommended. We explored one mechanism underlying the use of visual supports: efficiency of language processing. Two groups of children, one with and one without an ASD, participated. The groups had comparable oral and written language skills and nonverbal cognitive abilities. In two semantic priming experiments, prime modality and prime–target relatedness were manipulated. Response time and accuracy of lexical decisions on the spoken word targets were measured. In the first uni-modal experiment, both groups demonstrated significant priming effects. In the second experiment which was cross-modal, no effect for relatedness or group was found. This result is considered in the light of the attentional capacity required for access to the lexicon via written stimuli within the developing semantic system. These preliminary findings are also considered with respect to the use of visual support for children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2055-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236