Comprehension of Reflexive and Personal Pronouns in Children with Autism: A Syntactic or Pragmatic Deficit?

Autor/inn/en	Perovic, Alexandra; Modyanova, Nadya; Wexler, Ken
Titel	Comprehension of Reflexive and Personal Pronouns in Children with Autism: A Syntactic or Pragmatic Deficit?
Quelle	In: Applied Psycholinguistics, 34 (2013) 4, S.813-835 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7164
DOI	10.1017/S0142716412000033
Schlagwörter	Psycholinguistics; Pragmatics; Form Classes (Languages); Autism; Nonverbal Ability; Intelligence Quotient; Grammar; Receptive Language; Syntax; Children; Adolescents; Language Impairments; Difficulty Level; Error Analysis (Language); Control Groups; Cognitive Ability; Delayed Speech; Age Differences; Comprehension + Suchen Sie Ihr Suchwort? Psycholinguistik; Pragmalinguistik; Analytischer Sprachbau; Autismus; Intelligenzquotient; Grammatik; Rezeptive Kommunikationsfähigkeit; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Schwierigkeitsgrad; Error analysis; Language; Fehleranalyse; Denkfähigkeit; Sprachverzögerung; Age; Difference; Age difference; Altersunterschied; Verstehen; Verständnis
Abstract	Although pragmatic deficits are well documented in autism, little is known about the extent to which grammatical knowledge in this disorder is deficient, or merely delayed when compared to that of typically developing children functioning at similar linguistic or cognitive levels. This study examines the knowledge of constraints on the interpretation of personal and reflexive pronouns, an aspect of grammar not previously investigated in autism, and known to be subject to differential developmental schedules in unimpaired development. Fourteen children with autism (chronological age = 6-17 years, "M" = 11) showed some difficulties comprehending personal pronouns, no different from those observed in two groups of younger controls matched on nonverbal IQ or receptive grammar, but in line with the reported pragmatic deficits and general language delay in this population. However, their interpretation of reflexives was significantly worse than that of the control children. This pattern is not evidenced at any stage of typical development, revealing an impaired grammatical knowledge in our sample of children with autism, and is argued not to be due to a general language delay or cognitive deficits. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994-2133. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: http://journals.cambridge.org/action/displayJournal?jid=APS
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10