Brief Report: A Comparison of Statistical Learning in School-Aged Children with High Functioning Autism and Typically Developing Peers

2012 ◽  
Vol 42 (11) ◽  
pp. 2476-2485 ◽  
Author(s):  
Jessica Mayo ◽  
Inge-Marie Eigsti
Keyword(s):  
Statistical Learning ◽  
High Functioning Autism ◽  
Typically Developing ◽  
High Functioning ◽  
School Aged Children

scholarly journals Preserved Imitation of Known Gestures in Children with High-Functioning Autism

2013 ◽  
Vol 2013 ◽  
pp. 1-8 ◽  
Author(s):  
Joana C. Carmo ◽  
Raffaella I. Rumiati ◽  
Roma Siugzdaite ◽  
Paolo Brambilla
Keyword(s):  
High Functioning Autism ◽  
Children With Autism ◽  
Typically Developing ◽  
Typically Developing Children ◽  
High Functioning ◽  
Action Imitation ◽  
Dual Route ◽  
Dual Route Model ◽  
Transitive Gestures ◽  
Better Than

It has been suggested that children with autism are particularly deficient at imitating novel gestures or gestures without goals. In the present study, we asked high-functioning autistic children and age-matched typically developing children to imitate several types of gestures that could be either already known or novel to them. Known gestures either conveyed a communicative meaning (i.e., intransitive) or involved the use of objects (i.e., transitive). We observed a significant interaction between gesture type and group of participants, with children with autism performing known gestures better than novel gestures. However, imitation of intransitive and transitive gestures did not differ across groups. These findings are discussed in light of a dual-route model for action imitation.

scholarly journals Article choice in children with High Functioning Autism (HFA) and in children with Specific Language Impairment (SLI)

2014 ◽  
Vol 31 ◽  
pp. 107-128 ◽  
Author(s):  
Jeannette C. Schaeffer ◽  
Merel van Witteloostuijn ◽  
Doatske de Haan
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
High Functioning Autism ◽  
Scalar Implicature ◽  
Typically Developing ◽  
Specific Language ◽  
High Functioning ◽  
Indefinite Article ◽  
Group A ◽  
Impaired Children

This study reports on the choice between a definite and an indefinite article by children with High Functioning Autism (HFA) and children with Specific Language Impairment (SLI). We carried out an elicited production task with 16 Dutch-speaking non-grammatically impaired children with HFA aged 6–13, 16 age-matched Dutch-speaking children with SLI, and 16 typically developing (TD) age controls. The results in the indefinite conditions reveal virtually no errors across groups. However, in the definite condition the HFA group, but NOT the SLI group, incorrectly produces indefinite articles significantly more often than the TD group. A more detailed analysis shows that 38% (6/16) of the children with HFA vs. 13% (2/16) of the children with SLI regularly produce indefinite articles in definite contexts. We propose that these children do not always calculate the additional (pragmatic) meaning of indefinites derived by scalar implicature (Horn 2006). Furthermore, development by age in the SLI group, but NOT in the HFA group, suggests that the failure to draw a scalar implicature is more persistent in children with HFA than in children with SLI. Concluding, our results show that non-grammatically impaired children with HFA are more prone to pragmatic impairments than children with SLI, suggesting a dissociation between grammar and pragmatics.

scholarly journals Dynamic Assessment of Figurative Language of Children in the Autistic Spectrum: The Relation to Some Cognitive and Language Aspects

2017 ◽  
Vol 16 (1) ◽  
pp. 38-63 ◽  
Author(s):  
David Tzuriel ◽  
Tamar Groman
Keyword(s):  
Analogical Reasoning ◽  
Figurative Language ◽  
High Functioning Autism ◽  
Dynamic Assessment ◽  
Verbal Ability ◽  
Language Ability ◽  
Central Coherence ◽  
Typically Developing ◽  
Cognitive Variables ◽  
High Functioning

The objectives of this study were to examine (a) differences in figurative language, analogical reasoning, executive functions (EF), theory of mind (ToM), and local/central coherence (LCC) of children with high-functioning autism (HFA; n = 32) and typically developing (TD; n = 32) children; (b) improvement of figurative language using dynamic assessment; and (c) prediction of proverbial understanding by the cognitive variables. A sample of 5- to 11-year-old children with HFA was pair matched with a group of TD children on age, gender, vocabulary, and socioeconomic status (SES). Participants were administered tests of proverbial understanding, metaphorical construction, analogies, language ability, EF, LCC, and ToM. TD children scored higher than children with HFA on all tests. In the HFA group, proverbial understanding was predicted by LCC and verbal ability and in the TD group by metaphorical construction and EF. These findings refute the argument that figurative language among HFA is a function of only verbal ability.

scholarly journals Prosody and its relationship to language in school‐aged children with high‐functioning autism

2007 ◽  
Vol 42 (6) ◽  
pp. 682-702 ◽  
Author(s):  
Joanne McCann ◽  
Susan Peppé ◽  
Fiona E. Gibbon ◽  
Anne O'Hare ◽  
Marion Rutherford
Keyword(s):  
High Functioning Autism ◽  
High Functioning ◽  
School Aged Children
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