A Deficit in Using Prosodic Cues to Understand Communicative Intentions by Children with Autism Spectrum Disorders: An Eye-Tracking Study

Autor/inn/en	Zhou, Peng; Ma, Weiyi; Zhan, Likan
Titel	A Deficit in Using Prosodic Cues to Understand Communicative Intentions by Children with Autism Spectrum Disorders: An Eye-Tracking Study
Quelle	In: First Language, 40 (2020) 1, S.41-63 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhou, Peng) ORCID (Ma, Weiyi) ORCID (Zhan, Likan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-7237
DOI	10.1177/0142723719885270
Schlagwörter	Mandarin Chinese; Preschool Children; Autism; Pervasive Developmental Disorders; Cues; Interpersonal Communication; Intention; Eye Movements; Inferences; Intelligence Quotient; Verbal Ability; Age Differences; Foreign Countries; China + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Autismus; Stichwort; Interpersonale Kommunikation; Augenbewegung; Inference; Inferenz; Intelligenzquotient; Mündliche Leistung; Age; Difference; Age difference; Altersunterschied; Ausland
Abstract	The present study investigated whether Mandarin-speaking preschool children with autism spectrum disorders (ASD) were able to use prosodic cues to understand others' communicative intentions. Using the visual world eye-tracking paradigm, the study found that unlike typically developing (TD) 4-year-olds, both 4-year-olds with ASD and 5-year-olds with ASD exhibited an eye gaze pattern that reflected their inability to use prosodic cues to infer the intended meaning of the speaker. Their performance was relatively independent of their verbal IQ and mean length of utterance. In addition, the findings also show that there was no development in this ability from 4 years of age to 5 years of age. The findings indicate that Mandarin-speaking preschool children with ASD exhibit a deficit in using prosodic cues to understand the communicative intentions of the speaker, and this ability might be inherently impaired in ASD. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01