Inhibitory Control and Lexical Alignment in Children with an Autism Spectrum Disorder

Autor/inn/en	Hopkins, Zoë; Yuill, Nicola; Branigan, Holly P.
Titel	Inhibitory Control and Lexical Alignment in Children with an Autism Spectrum Disorder
Quelle	In: Journal of Child Psychology and Psychiatry, 58 (2017) 10, S.1155-1165 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9630
DOI	10.1111/jcpp.12792
Schlagwörter	Inhibition; Lexicology; Language Skills; Children; Autism; Pervasive Developmental Disorders; Perspective Taking; Naming; Games; Foreign Countries; Experiments; Theory of Mind; Comparative Analysis; Statistical Analysis; Scores; Questionnaires; United Kingdom + Suchen Sie Ihr Suchwort? Hemmung; Lexikologie; Language skill; Sprachkompetenz; Child; Kind; Kinder; Autismus; Zukunftsperspektive; Game; Spiel; Spiele; Ausland; Erprobung; Statistische Analyse; Fragebogen; Großbritannien
Abstract	Background: Two experiments investigated the contribution of conflict inhibition to pragmatic deficits in children with autism spectrum disorder (ASD). Typical adults' tendency to reuse interlocutors' referential choices (lexical alignment) implicates communicative perspective-taking, which is regulated by conflict inhibition. We examined whether children with ASD spontaneously lexically aligned, and whether conflict inhibition mediated alignment. Methods: Children with ASD and chronological- and verbal-age-matched typically developing controls played a picture-naming game. We manipulated whether the experimenter used a preferred or dispreferred name for each picture, and examined whether children subsequently used the same name. Results: Children with ASD spontaneously lexically aligned, to the same extent as typically developing controls. Alignment was unrelated to conflict inhibition in both groups. Conclusions: Children with ASD's referential communication is robust to impairments in conflict inhibition under some circumstances. Their pragmatic deficits may be mitigated in a highly structured interaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01