Skip to main content
Mijn bibliotheek
Shop
Nieuws Boeken Tijdschriften Toetsvragen Web-tv Video Audio
Tips voor Mijn BSL
Inloggen
Top
Journal of Autism and Developmental Disorders
Gepubliceerd in:

01-02-2007 | Original Paper

Priming the Meaning of Homographs in Typically Developing Children and Children with Autism

Auteurs: Suzanne Hala, Penny M. Pexman, Melanie Glenwright

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 2/2007

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail
    Link delen
publish
Publiceer nu

Abstract

Two explanations for deficits underlying autism were tested: weak central coherence (WCC) and executive dysfunction. Consistent with WCC, Happé (British Journal of Developmental Psychology 15 (1997) 1) found that children with autism failed to use sentence context in pronouncing homographs. In an alternate approach, we investigated whether children with autism can use meanings of related word primes. We presented children with autism and controls with primes for homographs, semantically related, and unrelated targets. Children with autism used primes to correctly pronounce homographs upon first presentation but showed difficulty inhibiting prior responses upon later presentation of the homographs with different primes. Children with autism also showed semantic priming effects. We conclude that children with autism do not show an absolute deficit in ability to use contextual information.
vorige artikel A Comparison of Motor Delays in Young Children: Autism Spectrum Disorder, Developmental Delay, and Developmental Concerns
volgende artikel Initial Characteristics of Psychological Development and Evolution of the Young Autistic Child
Bijlagen
Alleen toegankelijk voor geautoriseerde gebruikers
Literatuur
American Psychiatric Association (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, D.C.: Author.
Bennetto, L., Pennington, B. F., & Rogers, S. J. (1996). Intact and impaired memory functions in autism. Child Development, 67, 1816–1835.PubMedCrossRef
Borowsky, R., & Besner, D. (1993). Visual word recognition: A multistage activation model. Journal of Experimental Psychology: Learning, Memory, & Cognition, 19, 813–840.CrossRef
Brian, J. A., & Bryson, S. E. (1996). Disembedding performance and recognition memory in autism/PDD. Journal of Child Psychology & Psychiatry, 37, 865–872.CrossRef
Dunn, L. M., & Dunn, L. M. (1997). The Peabody Picture Vocabulary Test (3rd ed.). Circle Pines, MN: American Guidance Service.
Folk, J. R., & Morris, R. K. (1995). Multiple lexical codes in reading: Evidence from eye movements, naming time, and oral reading. Journal of Experimental Psychology: Learning, Memory, & Cognition, 21, 1412–1429.CrossRef
Frith, U. (1989). Autism: Explaining the enigma. Oxford: Basil Blackwell.
Frith, U. (2003). Autism: Explaining the enigma (2nd ed.). Malden, MA: Blackwell.
Frith, U., & Snowling, M. (1983). Reading for meaning and reading for sound in autistic and dyslexic children. Journal of Developmental Psychology, 1, 329–342.
Gottlob, L. R., Goldinger, S. D., Stone, G. O., & Van Orden, G. C. (1999). Reading homographs: Orthographic, phonologic, and semantic dynamics. Journal of Experimental Psychology: Human Perception & Performance, 25, 561–574.CrossRef
Happé F. (1994). Autism: An introduction to psychological theory. Cambridge, MA: Harvard University Press.
Happé, F. (1996). Studying weak central coherence at low levels: Children with autism do not succumb to visual illusions. A research note. Journal of Child Psychology & Psychiatry, 37, 873–877.CrossRef
Happé, F. (1997). Central coherence and theory of mind in autism: Reading homographs in context. British Journal of Developmental Psychology, 15, 1–12.
Happé, F. (1999a). Understanding assets and deficits in autism: Why success is more interesting than failure. Psychologist, 12, 540–546.
Happé, F. (1999b). Autism: Cognitive deficit or cognitive style? Trends in Cognitive Sciences, 3, 216–221.CrossRef
Hermelin, B., & O’Connor, N. (1967). Remembering of words by psychotic and subnormal children. British Journal of Psychology, 58, 213–218.PubMed
Hughes, C., & Russell, J. (1993). Autistic children’s difficulty with mental disengagement from an object: Its implications for theories of autism. Developmental Psychology, 29, 498–510.CrossRef
Hughes, C., Russell, J., & Robbins, T. W. (1994). Evidence for executive dysfunction in autism. Neuropsychologia, 32, 477–492.PubMedCrossRef
Jolliffe, T., & Baron-Cohen, S. (1997) Are people with autism and Asperger syndrome faster than normal on the Embedded Figures Test? Journal of Child Psychology & Psychiatry, 38, 527–534.CrossRef
Jolliffe, T., & Baron-Cohen, S. (1999). A test of central coherence theory: Linguistic processing in high-functioning adults with autism or Asperger syndrome: Is local coherence impaired? Cognition, 71, 149–185.PubMedCrossRef
Kellas, G., Paul, S. T., Martin, M., Simpson, G. B. (1991). Contextual feature activation and meaning access. In G. Simpson (Ed.), Understanding word and sentence (pp. 47–71). North-Holland, NJ: Elsevier Science Publishers.
Koczat, D. L., Rogers, S. J., Pennington, B. F., & Ross, R. G. (2002). Eye movement abnormality suggestive of a spatial working memory deficit is present in parents of autistic probands. Journal of Autism & Developmental Disorders, 32, 513–518.CrossRef
Lopez, B., & Leekam, S. R. (2003). Do children with autism fail to process information in context? Journal of Child Psychology & Psychiatry, 44, 285–300.CrossRef
Lupker, S. J. (1984). Semantic priming without association: A second look. Journal of Verbal Learning & Verbal Behavior, 23, 709–733.CrossRef
Minshew, N. J., Goldstein, G., & Siegel, D. J. (1995). Speech and language in high-functioning autistic individuals. Neuropsychology, 9, 255–261.CrossRef
Nation, K., & Snowling, M. (1998). Semantic processing and the development of word-recognition skills: Evidence from children with reading comprehension difficulties. Journal of Memory & Language, 39, 85–101.CrossRef
O’Riordan, M., & Plaisted, K. (2001). Enhanced discrimination in autism. Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 54A, 961–979.CrossRef
Ozonoff, S. (1997). Components of executive function in autism and other disorders. In J. Russell (Ed.), Autism as an executive disorder (pp. 179–211). Oxford: Oxford University Press.
Ozonoff, S., Cook, I., Coon, H., Dawson, G., Joseph, R. M., Klin, A., McMahon, W. M., Minshew, N., Munson, J. A., Pennington, B. F., Rogers, S. J., Spence, M. A., Tager-Flusberg, H., Volkmar, F. R., & Wrathall, D. (2004). Performance on Cambridge Neuropsychological Test Automated Battery Subtests sensitive to frontal lobe function in people with autistic disorder: Evidence from the Collaborative Programs of Excellence in Autism Network. Journal of Autism & Developmental Disorders, 34, 139–150.CrossRef
Ozonoff, S., & Jensen, J. (1999). Brief report: Specific executive function profiles in three neurodevelopmental disorders. Journal of Autism & Developmental Disorders, 29, 171–177.CrossRef
Ozonoff, S., & McEvoy, R. E. (1994). A longitudinal study of executive function and theory of mind development in autism. Development & Psychopathology, 6, 415–431.CrossRef
Ozonoff, S., Pennington, B. F., & Rogers, S. J. (1991). Executive function deficits in high-functioning autistic individuals: Relationship to theory of mind. Journal of Child Psychology & Psychiatry, 32, 1081–1105.CrossRef
Ozonoff, S., & Strayer, D. L. (2001). Further evidence of intact working memory in autism. Journal of Autism & Developmental Disorders, 31, 257–263.CrossRef
Ozonoff, S., Strayer, D. L., McMahon, W. M., & Filloux, F. (1994). Executive function abilities in autism and Tourette syndrome: An information processing approach. Journal of Child Psychology & Psychiatry, 35, 1015–1032.CrossRef
Pennington, B. F., Bennetto, L., McAleer, O., & Roberts, R. J. Jr. (1996). In G. R. Lyon, & N. A. Krasnegor (Eds.), Attention, memory and executive function (pp. 327–348). Baltimore: Paul H. Brookes.
Pennington, B. F., & Ozonoff, S. (1996). Executive functions and developmental psychopathology. Journal of Child Psychology & Psychiatry, 37, 51–87.
Plaisted, J., Swettenham, J., & Rees, L. (1999). Children with autism show local precedence in a divided attention task and global precedence in a selective attention task. Journal of Child Psychology & Psychiatry, 40, 733–742.CrossRef
Plaut, D. C., & Booth, J. R. (2000). Individual and developmental differences in semantic priming: Empirical and computational support for a single-mechanism account of lexical processing. Psychological Review, 107, 786–823.PubMedCrossRef
Pring, L., & Hermelin, B. (1993). Bottle, tulip and wineglass: Semantic and structural picture processing by savant artists. Journal of Child Psychology & Psychiatry, 34, 1365–1385.CrossRef
Prior, M., & Hoffman, W. (1990). Brief report: Neuropsychological testing of autistic children through an exploration with frontal lobe tests. Journal of Autism & Developmental Disorders, 20, 581–590.CrossRef
Pugh, K. R., Rexer, K., & Katz, L. (1994). Evidence of flexible coding in visual word recognition. Journal of Experimental Psychology: Human Perception & Performance, 20, 807–825.CrossRef
Reed, T. (2002). Visual perspective taking as a measure of working memory in participants with autism. Journal of Developmental & Physical Disabilities, 14, 63–76.CrossRef
Roberts, R. J. Jr., & Pennington, B. F. (1996). An interactive framework for examining prefrontal cognitive processes. Developmental Neuropsychology, 12, 105–126.
Ropar, D., & Mitchell, P. (1999). Are individuals with autism and Asperger’s syndrome susceptible to visual illusions? Journal of Child Psychology & Psychiatry, 40, 1283–1293.CrossRef
Ropar, D., & Mitchell, P. (2001). Susceptibility to illusions and performance on visuospatial tasks in individuals with autism. Journal of Child Psychology & Psychiatry, 42, 539–549.CrossRef
Russell, J. (1997). How executive disorders can bring about an inadequate ‘theory of mind’. In J. Russell (Ed.), Autism as an executive disorder (pp.256–304). Oxford: Oxford University Press.
Russell, J. (2002). Cognitive theories of autism. In J. Harrison, & A. Owen (Eds.), Cognitive deficits in brain disorders (pp. 295–323). London: Martin Dunez.
Russell, J., Mauthner, N., Sharpe, S., & Tidswell, T. (1991). The ‘windows task’ as a measure of strategic deception in pre-schoolers and autistic participants. British Journal of Developmental Psychology, 9, 331–349.
Shah, A., & Frith, U. (1983). An islet of ability in autistic children: A research note. Journal of Child Psychology & Psychiatry, 24, 613–620.CrossRef
Shah, A., & Frith, U. (1993). Why do autistic individuals show superior performance on the block design task? Journal of Child Psychology & Psychiatry, 8, 1351–1364.CrossRef
Simpson, G. B., & Lorsbach, T. C. (1983). The development of automatic and conscious components of contextual facilitation. Child Development, 54, 760–772.CrossRef
Simpson, G. B., & Lorsbach, T. C. (1987). Automatic and conscious context effects in average and advanced readers. Journal of Research in Reading, 10, 102–112.CrossRef
Snowling, M., & Frith, U. (1986). Comprehension in “hyperlexic” readers. Journal of Experimental Child Psychology, 42, 392–415.PubMedCrossRef
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.
Teunisse, J., & Gelder, B. (2001). Impaired categorical perception of facial expressions in high-functioning adolescents with autism. Child Neuropsychology, 7, 1–14.PubMed
Welsh, M. C., Pennington, B. F., & Groisser, D. B. (1991). A normative-developmental study of executive function: A window on prefrontal function in children. Developmental Neuropsychology, 7, 131–149.CrossRef
Woodcock, R. W. (1997). The woodcock reading diagnostic battery. Itasca, IL: Riverside Publishing Company.
Zelazo, P. D., Burack, J. A., Boseovski, J., Jacques, S., & Frye, D. (2001). A cognitive complexity and control framework for the study of autism. In J. A. Burack, T. Charman, N, Yimira, & P. R. Zelazo (Eds.), The development of autism: perspectives from theory and research (pp. 195–217). Mahwah, NJ: Lawrence Erlbaum Associates.
Zelazo, P. D., Jacques, S., Burack, J. A., & Frye, D. (2002). The relation between theory of mind and rule use: Evidence from persons with autism-spectrum disorders. Infant and Child Development, 11, 171–195.CrossRef
Metagegevens
Titel
Priming the Meaning of Homographs in Typically Developing Children and Children with Autism
Auteurs
Suzanne Hala
Penny M. Pexman
Melanie Glenwright
Publicatiedatum
01-02-2007
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 2/2007
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-006-0162-6

Andere artikelen Uitgave 2/2007

Request for Proposals Primary Research Program 2007

  • Announcement

Sorting Preference in Children with Autism: The Dominance of Concrete Features

  • Original Paper

Familiar Face Recognition in Children with Autism: The Differential use of Inner and Outer Face Parts

  • ORIGINAL PAPER

Rules versus Prototype Matching: Strategies of Perception of Emotional Facial Expressions in the Autism Spectrum

  • Original Paper

MMR-Vaccine and Regression in Autism Spectrum Disorders: Negative Results Presented from Japan

  • Original Paper

Autobiographical Memory and Social Problem-solving in Asperger Syndrome