Reversal Errors in Reading and their Relationship to Inter‐ and Intra‐modality Functioning

1981 ◽  
Vol 1 (1) ◽  
pp. 67-79 ◽  
Author(s):  
Carolyn Hicks
Keyword(s):  
Reversal Errors

scholarly journals Passive sentence reversal errors in autism: Replicating Ambridge, Bidgood, and Thomas (2020)

2020 ◽  
Author(s):  
Samuel David Jones ◽  
Madeline Dooley ◽  
Ben Ambridge
Keyword(s):  
High Functioning Autism ◽  
Children With Autism ◽  
Thematic Role ◽  
Role Assignment ◽  
High Functioning ◽  
Main Effect ◽  
Age Appropriate ◽  
Constituent Order ◽  
Passive Sentence ◽  
Reversal Errors

Ambridge, Bidgood, and Thomas (2020) conducted an elicitation-production task in which children with and without (high-functioning) autism described animations following priming with passive sentences. The authors report that children with autism were more likely than IQ-matched children without autism to commit reversal errors, for instance describing a scene in which the character Wendy surprised the character Bob by saying Wendy was surprised by Bob. We set out to test whether this effect replicated in a new sample of children with and without (high-functioning) autism (N = 26), and present a cumulative analysis in which data from the original study and the replication were pooled (N = 56). The main effect reported by Ambridge et al. (2020) replicated: While children with and without autism produced a similar number of passive responses in general, the responses of children with autism were significantly more likely to include reversal errors. Despite age- appropriate knowledge of constituent order in passive syntax, thematic role assignment is impaired among some children with high-functioning autism.

scholarly journals Childhood-Diagnosed ADHD, Symptom Progression, and Reversal Learning in Adulthood

2016 ◽  
Vol 22 (6) ◽  
pp. 561-570 ◽  
Author(s):  
Hazel McCarthy ◽  
Jessica Stanley ◽  
Richard Piech ◽  
Norbert Skokauskas ◽  
Aisling Mulligan ◽  
...  
Keyword(s):  
Reversal Learning ◽  
Neural Activity ◽  
Learning Task ◽  
Neural Connectivity ◽  
Compensatory Strategies ◽  
Reversal Error ◽  
Healthy Control ◽  
Probabilistic Error ◽  
Symptom Progression ◽  
Reversal Errors

Objective: ADHD persists in up to 60% into adulthood, and the reasons for persistence are not fully understood. The objective of this study was to characterize the neurofunctional basis of decision making in those with a childhood diagnosis of ADHD with either persistent or remitted symptoms in adulthood versus healthy control participants. Method: Thirty-two adults diagnosed with ADHD as children were split into persistent ( n = 18) or remitted ( n = 14) ADHD groups. Their neural activity and neurofunctional connectivity during a probabilistic reversal learning task were compared with 32 healthy controls. Results: Remitters showed significantly higher neural connectivity in final reversal error and probabilistic error conditions, and persisters depict higher neural connectivity in reversal errors than controls at a family-wise error (FWE) corrected whole-brain corrected threshold. Conclusion: Remitters may have utilized higher neural connectivity than controls to make successful decisions. Also, remitters may have utilized compensatory strategies to override any potential underlying ADHD deficits.

scholarly journals Annoying Danish relatives: Comprehension and production of relative clauses by Danish children with and without SLI

2012 ◽  
Vol 41 (1) ◽  
pp. 51-83 ◽  
Author(s):  
KRISTINE JENSEN DE LÓPEZ ◽  
LONE SUNDAHL OLSEN ◽  
VASILIKI CHONDROGIANNI
Keyword(s):  
Language Impairment ◽  
Specific Language Impairment ◽  
Relative Clauses ◽  
Typically Developing ◽  
Production Task ◽  
Thematic Roles ◽  
Specific Language ◽  
Avoidance Strategies ◽  
Reversal Errors ◽  
Object Relative

ABSTRACTThis study examines the comprehension and production of subject and object relative clauses (SRCs, ORCs) by children with Specific Language Impairment (SLI) and their typically developing (TD) peers. The purpose is to investigate whether relative clauses are problematic for Danish children with SLI and to compare errors with those produced by TD children. Eighteen children with SLI, eighteen TD age-matched (AM) and nine TD language-matched (LM) Danish-speaking children participated in a comprehension and in a production task. All children performed better on the comprehension compared with the production task, as well as on SRCs compared to ORCs and produced various avoidance strategies. In the ORC context, children with SLI produced more reversal errors than the AM children, who opted for passive ORCs. These results are discussed within current theories of SLI and indicate a deficiency with the assignment of thematic roles rather than with the structural make-up of RCs.

The learning of first and second person pronouns in English: network models and analysis

1999 ◽  
Vol 26 (3) ◽  
pp. 545-575 ◽  
Author(s):  
YURIKO OSHIMA-TAKANE ◽  
YOSHIO TAKANE ◽  
THOMAS R. SHULTZ
Keyword(s):  
Neural Networks ◽  
Network Models ◽  
Second Person ◽  
Knowledge Representations ◽  
Network Learning ◽  
Learning Speed ◽  
Feed Forward Neural Networks ◽  
English Speaking ◽  
Reversal Errors ◽  
Basic Level

Although most English-speaking children master the correct use of first and second person pronouns by three years, some children show persistent reversal errors in which they refer to themselves as you and to others as me. Recently, such differences have been attributed to the relative availability of overheard speech during the learning process. The present study tested this proposal with feed-forward neural networks learning these pronouns. Network learning speed and analysis of their knowledge representations confirmed the importance of exposure to shifting reference provided by overheard speech. Errorless pronoun learning was linked to the amount of overheard speech, interactions with a greater number of speakers, and prior knowledge of the basic-level kind PERSON.

scholarly journals The Source of Palm Orientation Errors in the Signing of Children with ASD: Imitative, Motoric, or Both?

2020 ◽  
Vol 10 (5) ◽  
pp. 268
Author(s):  
Aaron Shield ◽  
Megan Igel ◽  
Kristina Randall ◽  
Richard P. Meier
Keyword(s):  
Motor Skills ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Longitudinal Case Study ◽  
Children With Asd ◽  
Deaf Parents ◽  
Single Child ◽  
Hearing Children ◽  
Reversal Errors

Palm orientation reversal errors (e.g., producing the ‘bye-bye’ gesture with palm facing inward rather than outward as is customary in American culture) have been documented in the signing of deaf and hearing children with autism spectrum disorder (ASD) and in the imitation of gestures by signing and non-signing children with ASD. However the source of these unusual errors remains opaque. Given that children with ASD have documented difficulties with both imitation and motor skills, it is important to clarify the nature of these errors. Here we present a longitudinal case study of a single child with ASD, a hearing, signing child of Deaf parents. Samples of the child’s signing were analyzed at ages 4;11, 6;2, 10;2, and 14;11. Lexical signs and fingerspelled letters were coded for the four parameters of sign articulation (handshape, location, movement, and palm orientation). Errors decreased for handshape, location, and movement after age 4;11, but increased on palm orientation from 4;11 and remained high, exceeding 55% of signs by 14;11. Fingerspelled letters contained a large proportion of 180-degree reversals, which suggest an origin in imitation differences, as well as midline-facing errors, suggestive of a motor origin. These longitudinal data suggest that palm orientation errors could be rooted in both imitation differences and motoric difficulties.

Another Look at Children's Symbol Reversals

2000 ◽  
Vol 90 (2) ◽  
pp. 577-578 ◽  
Author(s):  
James E. Patton ◽  
Donald B. Yarbrough ◽  
Deanna Thursby
Keyword(s):  
Longitudinal Study ◽  
Reading Achievement ◽  
Reading Impairment ◽  
Grade 3 ◽  
Reversal Errors

In a previously reported longitudinal study of reversal errors for static and kinetic written symbols we found no compelling support for their academic importance in kindergarten ( n = 201), Grade 1 ( n = 156), or Grade 2 ( n = 129); however, for Grade 3 ( n = 105), kinetic reversals became a significant predictor of tested reading achievement. If reliable, this finding might have implications for the identification of children with long-term reading impairment.

Reversal Errors in Strong, Average, and Weak Letter Namers

1979 ◽  
Vol 12 (8) ◽  
pp. 533-537 ◽  
Author(s):  
Marvin Cohn ◽  
George Stricker
Keyword(s):  
Reversal Errors

Reversal errors in reading: phenomena of axial rotation.

1937 ◽  
Vol 28 (3) ◽  
pp. 215-221 ◽  
Author(s):  
D. Wechsler ◽  
M. L. Pignatelli
Keyword(s):  
Axial Rotation ◽  
Reversal Errors

An Experimental Analysis of the Nature of Reversal Errors in Children with Severe Learning Disabilities

1979 ◽  
Vol 2 (3) ◽  
pp. 40-45 ◽  
Author(s):  
Stanley L. Deno ◽  
Berttram Chiang
Keyword(s):  
Learning Disabilities ◽  
Alternative Explanation ◽  
Learning Disabled ◽  
Neurological Dysfunction ◽  
Multiple Baseline ◽  
Letter Identification ◽  
Baseline Design ◽  
Lower Case ◽  
Learned Behaviors ◽  
Reversal Errors

Reversal errors in letter identification are frequently used as diagnostic evidence of neurological dysfunction. An alternative explanation for reversals is that they represent learned behaviors susceptible to training. The purpose of the present study was to provide evidence bearing on this issue. Five severely learning disabled students from grades three through five were presented with the task of naming lower-case letters b, d, p, and q in 30-second trials and un-timed, respectively. A multiple-baseline design across subjects was used experimentally to determine the extent to which changes in the incentive conditions would have any clear and immediate affect on the students' reversal errors. The results, in general, showed that reversal errors decreased abruptly when incentives were introduced and, in some instances, did not increase when incentives were removed. The findings provide a basis for viewing reversals optimistically as behaviors which may be changed through training rather than pessimistically as signs of neurological or perceptual defects.

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