Semantic and Syntactic Properties of Words and the Receptive–Expressive Gap in Autistic and Non-Autistic Children.
Purpose: The goal of this work was to examine the semantic and syntactic properties of the vocabularies of autistic and non-autistic infants and toddlers to see if children in these two groups know different kinds of words. We focused on both receptive and expressive vocabularies. For expressive voc...
| Publicado en: | Journal of Speech, Language & Hearing Research Vol. 66; pp. 1771 - 1792 |
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| Autores principales: | , |
| Formato: | Artículo |
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American Speech-Language-Hearing Association
May2023
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=163674965&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 163674965 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10924388 1SM jtl: Journal of Speech, Language & Hearing Research issn: 10924388 maglogo: N pubinfo: dt: May2023 vid: 66 pid: 42 pub: American Speech-Language-Hearing Association artinfo: ui: 163674965 10.1044/2023_JSLHR-22-00369 ppf: 1771 ppct: 21 formats: fmt: @attributes: type: P size: 1.2MB tig: atl: Semantic and Syntactic Properties of Words and the Receptive–Expressive Gap in Autistic and Non-Autistic Children. aug: au: Artis, Jonet Arunachalam, Sudha affil: Department of Communicative Sciences and Disorders, New York University, NY. su: Semantics Communicative competence Comparative grammar Language acquisition Communicative disorders Autism Vocabulary Children Phonological awareness Word recognition Intelligibility of speech Research funding Questionnaires Cognitive testing sug: subj: Semantics Communicative competence Comparative grammar Language acquisition Communicative disorders Autism Vocabulary Children Phonological awareness Word recognition Intelligibility of speech Research funding Questionnaires Cognitive testing ab: Purpose: The goal of this work was to examine the semantic and syntactic properties of the vocabularies of autistic and non-autistic infants and toddlers to see if children in these two groups know different kinds of words. We focused on both receptive and expressive vocabularies. For expressive vocabulary, we looked only at the “active” lexicon: Of those words that are already in children’s receptive vocabulary, we asked which ones they also produce. Method: We used an existing data set of 346 parent report vocabulary checklists (MacArthur–Bates Communicative Development Inventory: Words and Gestures) from 41 autistic and 27 non-autistic children at multiple timepoints between the ages of 6 and 43 months. We coded the words on the checklists for various semantic and syntactic properties and evaluated which properties predicted whether children understood and produced those words. Results: Overall, we replicated a common finding that autistic children have smaller receptive vocabularies than non-autistic children, but we found that of the words they understand, autistic children produce a similar proportion of those words as non-autistic children. While we found that some syntactic properties are more or less likely to be represented in children’s early vocabularies (e.g., nouns are more likely to be understood and produced than words that are not nouns), these patterns did not differ across autistic and non-autistic children. Conclusions: The semantic and syntactic compositions of autistic and nonautistic children’s vocabularies are similar. Thus, while receptive vocabularies are relatively smaller for autistic children, they do not appear to have specific difficulty with words that have particular syntactic or semantic properties, or with adding words to the expressive vocabulary that they already understand. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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