Referential Choice in Narratives of Mandarin-Speaking Children with Autism Spectrum Disorder: Form, Function, and Adequacy

Autor/in	Sah, Wen-hui
Titel	Referential Choice in Narratives of Mandarin-Speaking Children with Autism Spectrum Disorder: Form, Function, and Adequacy
Quelle	In: First Language, 38 (2018) 3, S.225-242 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7237
DOI	10.1177/0142723717739198
Schlagwörter	Mandarin Chinese; Classification; Autism; Pervasive Developmental Disorders; Narration; Oral Language; Picture Books; Matched Groups; Comparative Analysis; Nouns; Phrase Structure; Form Classes (Languages); Children; Language Usage; Receptive Language; Expressive Language; Language Tests; Intelligence Tests; Scores; Nonparametric Statistics; Coding; Statistical Analysis; Foreign Countries; Taiwan; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Autismus; Oral interpretation; Mündlicher Sprachgebrauch; Picture book; Bilderbuch; Phrasenstruktur; Analytischer Sprachbau; Child; Kind; Kinder; Sprachgebrauch; Rezeptive Kommunikationsfähigkeit; Language test; Sprachtest; Intelligence test; Intelligenztest; Codierung; Programmierung; Statistische Analyse; Ausland
Abstract	This study investigates the referential choice of Mandarin-speaking children with autism spectrum disorder (ASD). The data consist of narratives from 16 children with ASD and 16 typically-developing (TD) children. The narratives were elicited using the wordless picture book "Frog, where are you?" Participants' referential expressions were coded in terms of referential form, function, and adequacy. The results revealed that, compared with the IQ- and language-matched TD children, the children with ASD used significantly more pronominal forms for subsequent mentions, showed insufficient ability to use definite and indefinite noun phrases to mark the information status of referents, and made fewer adequate reintroductions. Additionally, this study demonstrated the potential of the three-category classification to advance our understanding of referential choice in ASD. The outcomes underscore the importance of analyzing referential adequacy across referential functions, and suggest that referential functions are not equally difficult. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01