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Thinking Ahead: Incremental Language Processing is Associated with Receptive Language Abilities in Preschoolers with Autism Spectrum Disorder.

In typical development, listeners can use semantic content of verbs to facilitate incremental language processing—a skill that is associated with existing language skills. Studies of children with ASD have not identified an association between incremental language processing in semantically-constrai...

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Published in:Journal of Autism & Developmental Disorders Vol. 49; no. 3; pp. 1011 - 1024
Main Authors: Venker, Courtney E., Edwards, Jan, Saffran, Jenny R., Ellis Weismer, Susan
Format: pictorial research tables/charts Journal Article
Published: Springer Nature Mar2019
Online Access:View this record in EBSCOhost
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      dt: Mar2019
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      pub: Springer Nature
      place: New York, New York
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        10.1007/s10803-018-3778-4
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        atl: Thinking Ahead: Incremental Language Processing is Associated with Receptive Language Abilities in Preschoolers with Autism Spectrum Disorder.
      aug:
        au:
          Venker, Courtney E.
          Edwards, Jan
          Saffran, Jenny R.
          Ellis Weismer, Susan
        affil: Waisman Center, University of Wisconsin-Madison, Madison, WI, USA
      sug:
        subj:
          Autism Spectrum Disorder Complications
          Language Processing
          Language Development
          Human
          Child, Preschool
          Semantics
          Communication Skills
          Language Tests
          Child, Preschool: 2-5 years
      ab: In typical development, listeners can use semantic content of verbs to facilitate incremental language processing—a skill that is associated with existing language skills. Studies of children with ASD have not identified an association between incremental language processing in semantically-constraining contexts and language skills, perhaps because participants were adolescents and/or children with strong language skills. This study examined incremental language processing and receptive language in young children with ASD with a range of language skills. Children showed a head start when presented with semantically-constraining verbs (e.g., Read the book) compared to neutral verbs (e.g., Find the book). Children with weaker receptive language showed a smaller head start than children with stronger receptive language skills, suggesting continuity between typical development and ASD.
      pubtype: Academic Journal
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        research
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    language: English
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