Top

Journal of Autism and Developmental Disorders

Gepubliceerd in:

26-07-2015 | Original Paper

Lexical Processing in School-Age Children with Autism Spectrum Disorder and Children with Specific Language Impairment: The Role of Semantics

Auteurs: Eileen Haebig, Margarita Kaushanskaya, Susan Ellis Weismer

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 12/2015

Abstract

Children with autism spectrum disorder (ASD) and specific language impairment (SLI) often have immature lexical-semantic knowledge; however, the organization of lexical-semantic knowledge is poorly understood. This study examined lexical processing in school-age children with ASD, SLI, and typical development, who were matched on receptive vocabulary. Children completed a lexical decision task, involving words with high and low semantic network sizes and nonwords. Children also completed nonverbal updating and shifting tasks. Children responded more accurately to words from high than from low semantic networks; however, follow-up analyses identified weaker semantic network effects in the SLI group. Additionally, updating and shifting abilities predicted lexical processing, demonstrating similarity in the mechanisms which underlie semantic processing in children with ASD, SLI, and typical development.

vorige artikel Violations of Personal Space in Young People with Autism Spectrum Disorders and Williams Syndrome: Insights from the Social Responsiveness Scale

volgende artikel “On the Sidelines”: Access to Autism-Related Services in the West Bank

Alt, M., Meyers, C., & Alt, P. M. (2013). Using ratings to gain insight into conceptual development. Journal of Speech, Language, and Hearing Research, 56, 1650–1661.PubMedCentralCrossRefPubMed

Alt, M., & Plante, E. (2006). Factors that influence lexical and semantic fast mapping of young children with specific language impairment. Journal of Speech, Language, and Hearing Research, 49, 941–955.CrossRefPubMed

Alt, M., Plante, E., & Creusere, M. (2004). Semantic features in fast-mapping: Performance of preschoolers with specific language impairment versus preschoolers with normal language. Journal of Speech, Language, and Hearing Research, 47, 407–420.CrossRefPubMed

American Speech-Language-Hearing Association. (1997). Guidelines for audiologic screening. Retrieved from Available from www.asha.org/policy

Andrews, S. (1997). The effect of orthographic similarity on lexical retrieval: Resolving neighborhood conflicts. Psychonomic Bulletin & Review, 4, 439–461.CrossRef

Baddeley, A. D. (2003). Working memory and language: An overview. Journal of Communication Disorders, 36, 189–208.CrossRefPubMed

Baddeley, A. D., Gathercole, S. E., & Papagno, C. (1998). The phonological loop as a language learning device. Psychological Review, 105, 158–173.CrossRefPubMed

Battaglia, D. (2013). Word association and semantic priming in individuals with autism spectrum disorders. Dissertation Abstracts International, 74, i–99.

Bennetto, L., Pennington, B. F., & Rogers, S. J. (1996). Intact and impaired memory functions in autism. Child Development, 67, 1816–1835.CrossRefPubMed

Boucher, J. (2012). Research review: Structural language in autistic spectrum disorder—characteristics and causes. The Journal of Child Psychology and Psychiatry, 53, 219–233.CrossRefPubMed

Boucher, J., Bigham, S., Mayes, A., & Muskett, T. (2008a). Recognition and language in low functioning autism. Journal of Autism and Developmental Disorders, 38, 1259–1269.CrossRefPubMed

Boucher, J., & Mayes, A. (2012). Memory in ASD: Have we been barking up the wrong tree? Autism: The International Journal of Research and Practice, 16, 603–611.CrossRef

Boucher, J., Mayes, A., & Bigham, S. (2008b). Memory, language and intellectual ability in low-functioning autism. In J. Boucher & D. M. Bowler (Eds.), Memory in autism (pp. 268–290). Cambridge: Cambridge University Press.CrossRef

Brock, J., Norbury, C., Einav, S., & Nation, K. (2008). Do individuals with autism process words in context? Evidence from language-mediated eye-movements. Cognition, 108, 896–904.CrossRefPubMed

Buchanan, L., Westbury, C., & Burgess, C. (2001). Characterizing semantic space: Neighborhood effects in word recognition. Psychonomic Bulletin & Review, 8, 531–544.CrossRef

Caplan, D. (2014). Commentary on “the role of domain-general cognitive control in language comprehension” by Fedorenko. Frontiers in Psychology, 5, 1–2.CrossRef

Cohen, J. D., Dunbar, K., & McClelland, J. L. (1990). On the control of automatic processes: A parallel distributed processing account of the Stroop effect. Psychological Review, 97, 332–361.CrossRefPubMed

Collins, A. M., & Loftus, E. F. (1975). A spreading-activation theory of semantic processing. Psychological Review, 82, 407–428.CrossRef

Cronin, V. S. (2002). The syntagmatic–paradigmatic shift and reading development. Journal of Child Language, 29, 189–204.CrossRefPubMed

Dale, P. S., Price, T. S., & Bishop, D. V. M. (2003). Outcomes of early language delay: I. Predicting persistent and transient language difficulties at 3 and 4 years. Journal of Speech, Language, and Hearing Research, 46, 544–560.CrossRefPubMed

Dunn, L. M., & Dunn, D. M. (2007). Peabody picture vocabulary test (4th ed.). Bloomington, MN: NCS Pearson.

Dunn, M., Gomes, H., & Sebastian, M. J. (1996). Prototypicality of responses of autistic, language disordered, and normal children in a word fluency task. Child Neuropsychology, 2, 99–108.CrossRef

Edwards, J., & Lahey, M. (1996). Auditory lexical decisions of children with specific language impairment. Journal of Speech, Language, and Hearing Research, 39, 1263–1273.CrossRef

Edwards, J., & Lahey, M. (2008). Nonword repetitions of children with specific language impairment: Exploration of some explanations for their inaccuracies. Applied Psycholinguistics, 19, 279.CrossRef

Ellis Weismer, S. (2013). Specific language impairment. In L. Cummings (Ed.), Cambridge handbook of communication disorders. Cambridge: Cambridge University Press.

Ellis Weismer, S., Lord, C., & Esler, A. (2010). Early language patterns of toddlers on the autism spectrum compared to toddlers with developmental delay. Journal of Autism and Developmental Disorders, 40, 1259–1273.CrossRefPubMed

Emerson, M. J., & Miyake, A. (2003). Memory and language the role of inner speech in task switching: A dual-task investigation. Journal of Memory and Language, 48, 148–168.CrossRef

Eskes, G. A., Bryson, S. E., & McCormick, T. A. (1990). Comprehension of concrete and abstract words in autistic children. Journal of Autism and Developmental Disorders, 20, 61–73.CrossRefPubMed

Fedorenko, E. (2014). The role of domain-general cognitive control in language comprehension. Frontiers in Psychology, 5, 1–17.CrossRef

Gray, S. (2003). With specific language impairment: What predicts success? Journal of Speech, Language, and Hearing Research, 46, 56–67.CrossRefPubMed

Gray, S., Plante, E., Vance, R., & Henrichsen, M. (1999). The diagnostic accuracy of four vocabulary tests administered to preschool-age children. Language, Speech, and Hearing Services in the Schools, 30, 196–207.CrossRef

Griffith, E. M., Pennington, B. F., Wehner, E. A., & Rogers, S. J. (1999). Executive functions in young children with autism. Child Development, 70, 817–832.CrossRefPubMed

Harper-Hill, K., Copland, D., & Arnott, W. (2014). Efficiency of lexical access in children with autism spectrum disorders: Does modality matter? Journal of Autism and Developmental Disorders, 44, 1819–1832.CrossRefPubMed

Henderson, L. M., Clarke, P. J., & Snowling, M. J. (2011). Accessing and selecting word meaning in autism spectrum disorder. Journal of Child Psychology and Psychiatry, 52, 964–973.CrossRefPubMed

Henderson, L. M., Powell, A., Gareth Gaskell, M., & Norbury, C. (2014). Learning and consolidation of new spoken words in autism spectrum disorder. Developmental Science, 17, 858–871.CrossRefPubMed

Henry, L. A., Messer, D. J., & Nash, G. (2012). Executive functioning in children with specific language impairment. Journal of Child Psychology and Psychiatry, 53, 37–45.CrossRefPubMed

Im-Bolter, N., Johnson, J., & Pascual-Leone, J. (2006). Processing limitations in children with specific language impairment: The role of executive function. Child Development, 77, 1822–1841.CrossRefPubMed

Joseph, R. M., McGrath, L. M., & Tager-Flusberg, H. (2005). Executive dysfunction and its relation to language ability in verbal school-age children with autism. Developmental Neuropsychology, 27, 361–378.PubMedCentralCrossRefPubMed

Kail, R. V., Hale, C. A., Leonard, L. B., & Nippold, M. A. (1984). Lexical storage and retrieval in language-impaired children. Applied Psycholinguistics, 5, 37–49.CrossRef

Kail, R., & Leonard, L. B. (1986). Word-finding abilities in language-impaired children. ASHA Monographs, 25, 1–39.PubMed

Kamio, Y., Robins, D., Kelley, E., Swainson, B., & Fein, D. (2007). Atypical lexical/semantic processing in high-functioning autism spectrum disorders without early language delay. Journal of Autism and Developmental Disorders, 37, 1116–1122.CrossRefPubMed

Kan, P. F., & Windsor, J. (2010). Word learning in children with primary language impairment: A meta-analysis. Journal of Speech, Language, and Hearing Research, 53, 739–757.CrossRefPubMed

Kenworthy, L., Yerys, B. E., Anthony, L. G., & Wallace, G. L. (2008). Understanding executive control in autism spectrum disorders in the lab and in the real world. Neuropsychology Review, 18, 320–338.PubMedCentralCrossRefPubMed

Kjelgaard, M. M., & Tager-Flusberg, H. (2001). An Investigation of Language Impairment in Autism: Implications for Genetic Subgroups. Language and Cognitive Processes, 16, 287–308.PubMedCentralCrossRefPubMed

Kover, S. T., & Atwood, A. K. (2013). Establishing equivalence: Methodological progress in group-matching design and analysis. American Journal on Intellectual and Developmental Disabilities, 118, 3–15.CrossRefPubMed

Lahey, M., & Edwards, J. (1996). Why do children with specific language impairment name pictures more slowly than their peers? Journal of Speech, Language, and Hearing Research, 39, 1081–1098.CrossRef

Lahey, M., & Edwards, J. (1999). Naming errors of children with specific language impairment. Journal of Speech, Language, and Hearing Research, 42, 195–205.CrossRefPubMed

Landa, R. J., & Goldberg, M. C. (2005). Language, social, and executive functions in high functioning autism: A continuum of performance. Journal of Autism and Developmental Disorders, 35, 557–573.CrossRefPubMed

Leonard, L. B. (2014). Children with specific language impairment (2nd ed.). Cambridge, MA: MIT Press.

Leonard, L. B., Eyer, J. A., Bedore, L. M., & Grela, B. G. (1997). Three accounts of the grammatical morpheme difficulties of english-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research, 40, 741–753.CrossRefPubMed

Lidstone, J. S. M., Meins, E., & Fernyhough, C. (2012). Verbal mediation of cognition in children with specific language impairment. Development and Psychopathology, 24, 651–660.CrossRefPubMed

Loucas, T., Charman, T., Pickles, A., Simonoff, E., Chandler, S., Meldrum, D., & Baird, G. (2008). Autistic symptomatology and language ability in autism spectrum disorder and specific language impairment. Journal of Child Psychology and Psychiatry, 49, 1184–1192.CrossRefPubMed

Mainela-Arnold, E., Evans, J. L., & Coady, J. A. (2008). Lexical representations in children with SLI: Evidence from a frequency-manipulated gating task. Journal of Speech, Language, and Hearing Research, 51, 381–394.CrossRefPubMed

Mainela-Arnold, E., Evans, J. L., & Coady, J. (2010). Beyond capacity limitations II: Effects of lexical processes on word recall in verbal working memory tasks in children with and without specific language impairment. Journal of Speech, Language, and Hearing Research, 53, 1656–1673.PubMedCentralCrossRefPubMed

Marcovitch, S., & Zelazo, P. D. (2009). A hierarchical competing systems model of the emergence and early development of executive function. Developmental Science, 12, 1–18.PubMedCentralCrossRefPubMed

Marton, K. (2008). Visuo-spatial processing and executive functions in children with specific language impairment. International Journal of Language & Communication Disorders, 43, 181–200.CrossRef

McCleery, J. P., Ceponiene, R., Burner, K. M., Townsend, J., Kinnear, M., & Schreibman, L. (2010). Neural correlates of verbal and nonverbal semantic integration in children with autism spectrum disorders. Journal of Child Psychology and Psychiatry, 51, 277–286.CrossRefPubMed

McClelland, J. L. (2000). The basis of hyperspecificity in autism: A preliminary suggestion based on properties of neural nets. Journal of Autism and Developmental Disorders, 30, 497–502.CrossRefPubMed

McClelland, J. L., & Elman, J. L. (1986). The TRACE model of speech perception. Cognitive Psychology, 18, 1–86.CrossRefPubMed

McGregor, K. K., Berns, A. J., Owen, A. J., Michels, S. A., Duff, D., Bahnsen, A. J., & Lloyd, M. (2012). Associations between syntax and the lexicon among children with or without ASD and language impairment. Journal of Autism and Developmental Disorders, 42, 35–47.PubMedCentralCrossRefPubMed

McGregor, K. K., Newman, R. M., Reilly, R. M., & Capone, N. C. (2002). Semantic representation and naming in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 45, 998–1014.CrossRefPubMed

McGregor, K. K., Oleson, J., Bahnsen, A., & Duff, D. (2013a). Children with developmental language impairment have vocabulary deficits characterized by limited breadth and depth. International Journal of Language & Communication Disorders, 48, 307–319.CrossRef

McGregor, K. K., Rost, G., Arenas, R., Farris-Trimble, A., & Stiles, D. (2013b). Children with ASD can use gaze in support of word recognition and learning. Journal of Child Psychology and Psychiatry, 54, 745–753.PubMedCentralCrossRefPubMed

McGregor, K. K., Rost, G. C., Guo, L. Y., & Sheng, L. (2010). What compound words mean to children with specific language impairment. Applied Psycholinguistics, 31, 463–487.PubMedCentralCrossRefPubMed

McMurray, B., Samelson, V. M., Lee, S. H., & Tomblin, J. B. (2010). Individual differences in online spoken word recognition: Implications for SLI. Cognitive Psychology, 60, 1–39.PubMedCentralCrossRefPubMed

Mervis, C. B., & Klein-Tasman, B. P. (2004). Methodological issues in group-matching designs: α levels for control variable comparisons and measurement characteristics of control and target variables. Journal of Autism and Developmental Disorders, 34, 7–17.CrossRefPubMed

Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “Frontal Lobe” tasks: A latent variable analysis. Cognitive Psychology, 41, 49–100.CrossRefPubMed

Montgomery, J. W., & Leonard, L. B. (1998). Real-time inflectional processing by children with specific language impairment: Effects of phonetic substance. Journal of Speech, Language, and Hearing Research, 41, 1432–1443.CrossRefPubMed

Narzisi, A., Muratori, F., Calderoni, S., Fabbro, F., & Urgesi, C. (2013). Neuropsychological profile in high functioning autism spectrum disorders. Journal of Autism and Developmental Disorders, 43, 1895–1909.CrossRefPubMed

Neely, J. H. (1977). Semantic priming and retrieval from lexical memory: Roles of inhibitionless spreading activation and limited-capacity attention. Journal of Experimental Psychology: General, 106, 226–254.CrossRef

Nelson, D. L., McEvoy, C. L., & Schreiber, T. A. (1998). The University of South Florida word association, rhyme, and word fragment norms. http://www.usf.edu/FreeAssociation/.

Norbury, C. F. (2005). Barking up the wrong tree? Lexical ambiguity resolution in children with language impairments and autistic spectrum disorders. Journal of Experimental Child Psychology, 90, 142–1471.CrossRefPubMed

Oetting, J. B., Rice, M. L., & Swank, L. K. (1995). Quick incidental learning (QUIL) of words by school age children with and without SLI. Journal of Speech and Hearing Research, 38, 434–445.CrossRefPubMed

Owen, A. M., McMillan, K. M., Laird, A. R., & Bullmore, E. (2005). N-back working memory paradigm: A meta-analysis of normative functional neuroimaging studies. Human Brain Mapping, 25, 46–59.CrossRefPubMed

Rice, M. L., Buhr, J. C., & Nemeth, M. (1990). Fast mapping word-learning abilities of language-delayed preschoolers. The Journal of Speech and Hearing Disorders, 55, 33–42.CrossRefPubMed

Rice, M. L., Buhr, J., & Oetting, J. B. (1992). Specific-language-impaired children’s quick incidental learning of words: The effect of a pause. Journal of Speech, Language, and Hearing Research, 35, 1040–1048.CrossRef

Rice, M. L., & Wexler, K. (1996). Toward tense as a clinical marker of specific language impairment in English-speaking children. Journal of Speech, Language, and Hearing Research, 39, 1239–1257.CrossRef

Rice, M. L., Wexler, K., & Redmond, S. M. (1999). Grammaticality judgments of extended optional infinitive grammar: Evidence from english-speaking children with specific langauge impairment. Journal of Speech, Language, and Hearing Research, 42, 943–961.CrossRefPubMed

Robinson, S., Goddard, L., Dritschel, B., Wisley, M., & Howlin, P. (2009). Executive functions in children with autism spectrum disorders. Brain and Cognition, 71, 362–368.CrossRefPubMed

Roello, M., Ferretti, M. L., Colonnello, V., & Levi, G. (2015). When words lead to solutions: Executive function deficits in preschool children with specific language impairment. Research in Developmental Disabilities, 37, 216–222.CrossRefPubMed

Russell-Smith, S. N., Comerford, B. J. E., Maybery, M. T., & Whitehouse, A. J. O. (2014). Further evidence for a link between inner speech limitations and executive function in high-functioning children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 44, 1236–1243.CrossRefPubMed

Rutter, M., Bailey, A., & Lord, C. (2003). Social communication questionnaire. Los Angeles, CA: Western Psychological Services.

Sabisch, B., Hahne, A., Glass, E., von Suchodoletz, W., & Friederici, A. D. (2006). Lexical-semantic processes in children with specific language impairment. NeuroReport, 17, 1511–1514.CrossRefPubMed

Schopler, E., Van Bourgondien, M., Wellman, G., & Love, S. (2010). Childhood autism rating scale (2nd ed.). Los Angeles, CA: Western Psychological Services.

Seidenberg, M. S. (1990). Lexical access: Another theoretical soupstone? In D. A. Balota, C. B. d’Arcais Flores, & K. Rayner (Eds.), Comprehension processes in reading (pp. 33–71). Hillsdale, NJ: Lawrence Erlbaum Associates Publishers.

Semel, E., & Wiig, E. H. (2003). Clinical evaluation of language fundamentals (4th ed.). San Antonio, TX: Harcourt Assessment.

Shalom, D. Ben. (2009). The medial prefrontal cortex and integration in autism. The Neuroscientist: A Review Journal Bringing Neurobiology, Neurology and Psychiatry, 15, 589–598.CrossRef

Sheng, L., & McGregor, K. K. (2010). Lexical-semantic organization in children with specific language impairment. Journal of Speech, Language, and Hearing Research, 53, 146–159.PubMedCentralCrossRefPubMed

Stahl, S. A. (2003). Vocabulary and readability: How knowing word meanings affects comprehension. Topics in Language Disorders, 23, 241–247.CrossRef

Storkel, H. L. (2009). Developmental differences in the effects of phonological, lexical and semantic variables on word learning by infants. Journal of Child Language, 36, 291–321.PubMedCentralCrossRefPubMed

Tager-Flusberg, H. (1985). Basic level and superordinate level categorization by autistic, mentally retarded, and normal children. Journal of Experimental Child Psychology, 40, 450–469.CrossRefPubMed

Tager-Flusberg, H. (1991). Semantic processing in the free recall of autistic children: Further evidence for a cognitive deficit. British Journal of Developmental Psychology, 9, 417–430.CrossRef

Toichi, M., & Kamio, Y. (2001). Verbal association for simple common words in high-functioning autism. Journal of Autism and Developmental Disorders, 31, 483–490.CrossRefPubMed

Tomblin, J. B. (2011). Co-morbidity of autism and SLI: Kinds, kin and complexity. International Journal of Language & Communication Disorders/Royal College of Speech & Language Therapists, 46, 127–137.CrossRef

Uyeda, K. M., & Mandler, G. (1980). Prototypicality norms for 28 semantic categories. Behavior Research Methods & Instrumentation, 12, 587–595.CrossRef

Volden, J., & Lord, C. (1991). Neologisms and Idiosyncratic language in autistic speakers. Journal of Autism and Developmental Disorders, 21, 109–130.CrossRefPubMed

Wechsler, D. (2003). Wechsler Intelligence Scale for Children-Fourth edition (4th ed.). San Antonio, TX: The Psychological Coorporation.

Wilbourn, M. P., Kurtz, L. E., & Kalia, V. (2012). The Lexical Stroop Sort (LSS) picture-word task: A computerized task for assessing the relationship between language and executive functioning in school-aged children. Behavior Research Methods, 44, 270–286.CrossRefPubMed

Wittke, K., Spaulding, T. J., & Schechtman, C. J. (2013). Specific language impairment and executive functioning: Parent and teacher ratings of behavior. American Journal of Speech-Language Pathology, 22, 161–172.CrossRefPubMed

Zelazo, P. D. (2006). The Dimensional Change Card Sort (DCCS): A method of assessing executive function in children. Nature Protocols, 1, 297–301.CrossRefPubMed

Titel: Lexical Processing in School-Age Children with Autism Spectrum Disorder and Children with Specific Language Impairment: The Role of Semantics
Auteurs: Eileen Haebig
Margarita Kaushanskaya
Susan Ellis Weismer
Publicatiedatum: 26-07-2015
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 12/2015
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-015-2534-2

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Abstract

Log in om toegang te krijgen

Andere artikelen Uitgave 12/2015

Emotion Dysregulation and Anxiety in Adults with ASD: Does Social Motivation Play a Role?

Maternal Infection During Pregnancy and Autism Spectrum Disorders

ASD Symptom Severity in Adolescence of Individuals Diagnosed with PDD-NOS in Childhood: Stability and the Relation with Psychiatric Comorbidity and Societal Participation

Talking Picture Schedules: Embedding Video Models into Visual Activity Schedules to Increase Independence for Students with ASD

Using iPads to Teach Communication Skills of Students with Autism

Catalysts for Change: The Role of Small Business Funders in the Creation and Dissemination of Innovation