Do individuals with autism process words in context? Evidence from language-mediated eye-movements

Brock, Jon; Norbury, Courtenay; Einav, Shiri; Nation, Kate

doi:10.1016/j.cognition.2008.06.007

Cited by 163 publications

(185 citation statements)

References 27 publications

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“…Given that both groups share similar communication difficulties but differ markedly in terms of social functioning, this comparison offers an interesting way of exploring how different profiles of socio-communicative impairment impact on attention. For example, in relation to weak central coherence accounts of autism, Brock, Norbury, Einav and Nation (2008) explored the processing of words in context by individuals with autism by comparing their attention patterns to individuals matched for language ability (including participants with language impairments). By using this comparison, it was possible to show that reduced sensitivity to sentence context was not specific to autism, but mediated by language ability more generally (Brock et al, 2008).…”

Section: Cross Syndrome Comparison -Specific Language Impairmentmentioning

confidence: 99%

Attention during social interaction in children with autism: Comparison to specific language impairment, typical development, and links to social cognition

Hanley

Riby

McCormack

et al. 2014

Research in Autism Spectrum Disorders

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Eye-tracking studies have shown how people with autism spend significantly less time looking at socially relevant information on-screen compared to those developing typically. This has been suggested to impact on the development of socio-cognitive skills in autism. We present novel evidence of how attention atypicalities in children with autism extend to reallife interaction, in comparison to typically developing (TD) children and children with Specific Language Impairment (SLI). We explored the allocation of attention during social interaction with an interlocutor, and how aspects of attention (awareness checking) related to traditional measures of social cognition (false belief attribution). We found divergent attention allocation patterns across the groups in relation to social cognition ability. Even though children with autism and SLI performed similarly on the socio-cognitive tasks, there were syndrome-specific atypicalities of their attention patterns. Children with SLI were most similar to TD children in terms of prioritizing attention to socially pertinent information (eyes, face, awareness checking). Children with autism showed reduced attention to the eyes and face, and slower awareness checking. This study provides unique and timely insight into real-world social gaze (a)typicality in autism, SLI and typical development, its relationship to socio-cognitive ability, and raises important issues for intervention.

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Section: Cross Syndrome Comparison -Specific Language Impairmentmentioning

confidence: 99%

Attention during social interaction in children with autism: Comparison to specific language impairment, typical development, and links to social cognition

Hanley

Riby

McCormack

et al. 2014

Research in Autism Spectrum Disorders

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“…Cependant, il existe de solides raisons empiriques pour penser que les personnes TSA recrutent des informations contextuelles lors du traitement d'énoncés verbaux. Par exemple, le degré auquel les enfants avec ou sans TSA convoquent le contexte linguistique afin de résoudre des cas d'ambiguïté lexicale dépend de leur niveau verbal et non du diagnostic [20]. De même, la compréhension des méta-phores n'est pas spécifiquement déficitaire dans l'autisme, mais dépend des compétences sémantiques [21].…”

Section: Au-delà Du Sens Littéralunclassified

La pragmatique dans les troubles du spectre autistique

2016

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> Les troubles du spectre de l'autisme (TSA) sont caractérisés par des déficits pragmatiques qui ne dépendent pas du niveau développemental, que celui-ci soit verbal ou non verbal. Cette synthèse expose, en trois volets, les directions récentes dans la recherche sur les déficits pragmatiques dans les TSA. Premièrement, nous discutons la façon dont un manque de sensibilité aux indices sociaux peut influencer l'acquisition lexicale. Deuxièmement, nous résumons des résultats récents qui suggèrent que la compréhension du langage non littéral pourrait être partiellement préservée dans les TSA. Troisièmement, nous décrivons les avancées dans l'étude des aptitudes conversationnelles dans l'autisme. < et, d'autre part, les aptitudes sociales déficientes -plutôt que de considérer, comme les définitions antérieures d'autisme, ces deux ensembles de symptômes comme distincts. L'unification de ces deux dimensions s'autorise du fait que, en dépit d'une grande variation dans les aptitudes proprement linguistiques, toutes les personnes avec TSA présentent des dysfonctionnements spécifiques au niveau de la pragmatique. Or, même si les acceptions du terme même de « pragmatique » peuvent varier au travers des diverses traditions de recherche, toutes font référence aux capacités cognitives requises pour une interaction sociale adéquate. La recherche contemporaine connaît, bien sûr, des débats importants sur les corrélats cognitifs de l'autisme. Cependant, dans cette synthèse nous avons choisi de rester neutres par rapport à ces questions plus globales, afin de nous concentrer sur la réalité clinique des difficultés pragmatiques et, plus largement, communicationnelles dans les TSA. Une telle clarification n'est pas superflue, car, comme on le verra plus loin, la pragmatique dans l'autisme est, dans les faits, bien plus nuancée que le modèle d'un déficit plus ou moins global que la littéra-ture scientifique prend souvent pour acquis. Pragmatique et acquisition lexicale dans les TSASous sa définition sans doute la plus répandue, la pragmatique se conçoit comme la capacité cognitive qui permet de traiter les stimulus communicationnels, verbaux ou non, en intégrant l'information contextuelle, y compris les intentions communicatives du locuteur. Cet objet de recherche présente une pertinence évidente pour l'étude de l'autisme ; on le sait, depuis la fin des années quatre-vingt, une 1 ACTE/LaDisco, Université libre de Bruxelles, Bruxelles, Belgique ; 2 University of British Columbia, Canada. mkissine@ulb.ac.be Les troubles du spectre de l'autisme (TSA) consistent en une famille de déficits neurobiologiques de déve-loppement, dont on estime actuellement la préva-lence à plus d'un pour cent de la population. Selon la 5 e édition du Diagnostic and statistical manual of mental disorders (DSM-V) [1], les TSA se caracté-risent par une combinaison de difficultés sévères dans le domaine de l'interaction sociale avec des comportements rigides et stéréotypés. Alors que des éditions antérieures du DSM posaient différents sous-types d'autisme, notamm...

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“…Sansosti et al (2013) provide evidence for significant differences between the total fixation durations, number of fixations and number of regressions between autistic and non-autistic adolescents while reading individual sentences, suggesting that the reading task imposed an overall heavier cognitive load on the participants from the ASD group. Brock et al (2008) also used gaze data 1 and showed that both the ASD and the control participants were able to use context to successfully dis-ambiguate the ambiguous target words. The studies by Sansosti et al (2013) and Brock et al (2008) are, to the best of our knowledge, the only two existing studies investigating reading among people with autism using gaze data; we advance this by i) using a larger dataset from a natural reading task as opposed to individual sentences, ii) identifying which words impose heavier cognitive load on the participants and what their lexical properties are.…”

Section: Autism Spectrum Disordermentioning

confidence: 99%

“…Brock et al (2008) also used gaze data 1 and showed that both the ASD and the control participants were able to use context to successfully dis-ambiguate the ambiguous target words. The studies by Sansosti et al (2013) and Brock et al (2008) are, to the best of our knowledge, the only two existing studies investigating reading among people with autism using gaze data; we advance this by i) using a larger dataset from a natural reading task as opposed to individual sentences, ii) identifying which words impose heavier cognitive load on the participants and what their lexical properties are.…”

Section: Autism Spectrum Disordermentioning

confidence: 99%

Effects of Lexical Properties on Viewing Time per Word in Autistic and Neurotypical Readers

Štajner

Yaneva

Mitkov

et al. 2017

Proceedings of the 12th Workshop on Innovative Use of NLP for Building Educational Applications

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Eye tracking studies from the past few decades have shaped the way we think of word complexity and cognitive load: words that are long, rare and ambiguous are more difficult to read. However, online processing techniques have been scarcely applied to investigating the reading difficulties of people with autism and what vocabulary is challenging for them. We present parallel gaze data obtained from adult readers with autism and a control group of neurotypical readers and show that the former required higher cognitive effort to comprehend the texts as evidenced by three gaze-based measures. We divide all words into four classes based on their viewing times for both groups and investigate the relationship between longer viewing times and word length, word frequency, and four cognitively-based measures (word concreteness, familiarity, age of acquisition and imagability).

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Do individuals with autism process words in context? Evidence from language-mediated eye-movements

Cited by 163 publications

References 27 publications

Attention during social interaction in children with autism: Comparison to specific language impairment, typical development, and links to social cognition

Attention during social interaction in children with autism: Comparison to specific language impairment, typical development, and links to social cognition

La pragmatique dans les troubles du spectre autistique

Effects of Lexical Properties on Viewing Time per Word in Autistic and Neurotypical Readers

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