Who do you refer to? How young students with mild intellectual disability confront anaphoric ambiguities in texts and sentences

Tavares, Gema; Fajardo, Inmaculada; Clemente, Vicenta Ávila; Salmerón, Ladislao; Ferrer, Antonio

doi:10.1016/j.ridd.2014.12.014

Cited by 10 publications

(8 citation statements)

References 53 publications

(56 reference statements)

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“…Fajardo, Tavares, Ávila, and Ferrer () found that inferential understanding was positively influenced by the type and familiarity of the connectives used (“and, because, so, but”), while word frequency (use of more commonly used words) did not have a significant effect on understanding. Tavares, Fajardo, Ávila, Salmerón, and Ferrer () also found that people with intellectual disabilities were less able to identify grammatical cues in written material than participants without intellectual disabilities. Such research suggests that a complex interplay of extrinsic linguistic factors in “easy read” material could be influencing the understanding of such information by people with intellectual disabilities and this is not well recognized in current commonly used guidelines.…”

Section: Introductionmentioning

confidence: 92%

An open randomized controlled trial of the effects of linguistic simplification and mediation on the comprehension of “easy read” text by people with intellectual disabilities

Buell

Langdon

Pounds

et al. 2019

Research Intellect Disabil

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Background: This trial aimed to measure the effects of extrinsic and intrinsic factors on users' comprehension of health information provided in adapted written "easy read" material.Method: Sixty adults with intellectual disabilities undertook The Easy Read Task, randomly allocated with stratification by reading ability to one of four conditions (with and without simplified language/with and without mediation). Results: Neither linguistic complexity of the text nor mediation independently orcombined made a significant difference to the understanding of information. Post hoc testing revealed that the group who received simplified language with mediation performed significantly better than the group that had complex text with mediation.

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Section: Introductionmentioning

confidence: 92%

An open randomized controlled trial of the effects of linguistic simplification and mediation on the comprehension of “easy read” text by people with intellectual disabilities

Buell

Langdon

Pounds

et al. 2019

Research Intellect Disabil

View full text Add to dashboard Cite

show abstract

“…Future studies could extend this research to more natural environments, such as introducing Internet search tasks in the school computer lab. In addition, online measures such as eye-tracking could be introduced to clearly identify the ways in which results are processed (for recent eye-tracking studies with people with ID see Tavares et al 2015). Likewise, future works could replicate this study by expanding and diversifying the issues raised, for example, including topics on which participants have more knowledge or others on which they may have more interest (e.g.…”

Section: Limitationsmentioning

confidence: 99%

Selection and evaluation of Internet information by adults with intellectual disabilities

Salmerón

Fajardo

Gómez‐Puerta

2018

European Journal of Special Needs Education

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Internet offers people with intellectual disabilities (ID) unique opportunities to access information and to participate in society. But concerns have been raised about the potential risks they face when accessing the Internet (e.g. giving credit to false information, being exposed to manipulative content). As part of the current debate between positive risk-taking and overprotection, our study empirically tested the extent to which 43 adults with ID identified and selected topically relevant as well as trustworthy web pages while searching the Internet for several topics (e.g. Can socialnetworks use your pictures for advertisement?). Participants also justified their search decisions. Results revealed that while searching familiar topics (i.e. social networks), participants selected more relevant and trustworthy pages than irrelevant and less trustworthy ones. Searches of less familiar topics (i.e. daily health), were carried out randomly, that is, without applying a specific criterion. Results point to the importance of topic familiarity on people's with ID performance on Internet searching tasks. This pattern of results suggests that, first, we should avoid overprotection when people with ID search for familiar topics and, second, they need more support when searching for information about less familiar topics.

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“…2013; Tavares et al . 2015). Establishing whether this population has a subject bias is an important precursor to investigating other cues that may also influence pronoun interpretation, as research in TD suggests that other cues interact with the subject bias (e.g.…”

Section: Introductionmentioning

confidence: 99%

Interpretation of ambiguous pronouns in adults with intellectual disabilities

Hawthorne

Loveall

2020

J intellect Disabil Res

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BackgroundPronouns are referentially ambiguous (e.g. she could refer to any female), yet they are common in everyday conversations. Individuals with typical development (TD) employ several strategies to avoid pronoun interpretation errors, including the subject bias – an assumption that a pronoun typically refers to the subject (or, with the closely related order‐of‐mention bias, the first‐mentioned character) of the previous sentence. However, it is unknown if adults with intellectual disability (ID) share this strategy or the extent to which the subject bias is associated with non‐verbal abilities or receptive vocabulary.MethodsWe tested 22 adults with mixed‐aetiology ID on their interpretation of ambiguous pronouns using the visual world eye‐tracking paradigm and by asking a follow‐up pronoun interpretation question. A group of TD adults was also tested to establish the strength of the subject bias with our materials and task.ResultsAdults with ID did demonstrate the subject bias, but it was significantly less robust than that seen in TD. For participants with ID, the subject bias was influenced by non‐verbal IQ and receptive vocabulary at different stages of processing.ConclusionsGiven the frequency of pronouns in conversation, strengthening the subject bias may help alleviate discourse and reading comprehension challenges for individuals with ID, particularly those with lower non‐verbal and/or vocabulary skills.

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Who do you refer to? How young students with mild intellectual disability confront anaphoric ambiguities in texts and sentences

Cited by 10 publications

References 53 publications

An open randomized controlled trial of the effects of linguistic simplification and mediation on the comprehension of “easy read” text by people with intellectual disabilities

An open randomized controlled trial of the effects of linguistic simplification and mediation on the comprehension of “easy read” text by people with intellectual disabilities

Selection and evaluation of Internet information by adults with intellectual disabilities

Interpretation of ambiguous pronouns in adults with intellectual disabilities

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