Predictive Language Processing in Preschool Children with Autism Spectrum Disorder: An Eye-Tracking Study

Autor/inn/en	Zhou, Peng; Zhan, Likan; Ma, Huimin
Titel	Predictive Language Processing in Preschool Children with Autism Spectrum Disorder: An Eye-Tracking Study
Quelle	In: Journal of Psycholinguistic Research, 48 (2019) 2, S.431-452 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhou, Peng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-6905
DOI	10.1007/s10936-018-9612-5
Schlagwörter	Preschool Children; Autism; Pervasive Developmental Disorders; Language Processing; Eye Movements; Mandarin Chinese; Verbs; Linguistic Input; Prediction; Comprehension; Sentences + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Autismus; Sprachverarbeitung; Augenbewegung; Sprachbildung; Vorhersage; Verstehen; Verständnis; Sentence analysis; Satzanalyse
Abstract	Sentence comprehension relies on the abilities to rapidly integrate different types of linguistic and non-linguistic information. The present study investigated whether Mandarin-speaking preschool children with autism spectrum disorder (ASD) are able to use verb information predictively to anticipate the upcoming linguistic input during real-time sentence comprehension. 26 five-year-olds with ASD, 25 typically developing (TD) five-year-olds and 24 TD four-year-olds were tested using the visual world eye-tracking paradigm. The results showed that the 5-year-olds with ASD, like their TD peers, exhibited verb-based anticipatory eye movements during real-time sentence comprehension. No difference was observed between the ASD and TD groups in the time course of their eye gaze patterns, indicating that Mandarin-speaking preschool children with ASD are able to use verb information as effectively and rapidly as TD peers to predict the upcoming linguistic input. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01