Is Grammar Spared in Autism Spectrum Disorder? Data from Judgments of Verb Argument Structure Overgeneralization Errors

Autor/inn/en	Ambridge, Ben; Bannard, Colin; Jackson, Georgina H.
Titel	Is Grammar Spared in Autism Spectrum Disorder? Data from Judgments of Verb Argument Structure Overgeneralization Errors
Quelle	In: Journal of Autism and Developmental Disorders, 45 (2015) 10, S.3288-3296 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-015-2487-5
Schlagwörter	Grammar; Task Analysis; Decision Making; Autism; Pervasive Developmental Disorders; Verbs; Error Analysis (Language); Control Groups; Standardized Tests; Cognitive Ability; Sentence Structure; Preferences; Children; Language Impairments + Suchen Sie Ihr Suchwort? Grammatik; Aufgabenanalyse; Decision-making; Entscheidungsfindung; Autismus; Error analysis; Language; Fehleranalyse; Standadised tests; Standardisierter Test; Denkfähigkeit; Satzbau; Satzstruktur; Child; Kind; Kinder; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung
Abstract	Children with Autism Spectrum Disorder (ASD) aged 11-13 (N = 16) and an IQ-matched typically developing (TD) group aged 7-12 (N = 16) completed a graded grammaticality judgment task, as well as a standardized test of cognitive function. In a departure from previous studies, the judgment task involved verb argument structure overgeneralization errors (e.g., *"Lisa fell the cup off the shelf") of the type sometimes observed amongst typically developing children, as well as grammatical control sentences with the same verbs (e.g., "The cup fell off the shelf"). The ASD group showed a smaller dispreference for ungrammatical sentences (relative to the control sentences) than did the TD group. These findings are indicative of a subtle grammatical impairment in even relatively high-functioning children with ASD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01