Priming the meaning of homographs in typically developing children and children with autism

被引:44
|
作者
Hala, Suzanne [1 ]
Pexman, Penny M. [1 ]
Glenwright, Melanie [1 ]
机构
[1] Univ Calgary, Dept Psychol, Calgary, AB T2N 1N4, Canada
基金
加拿大自然科学与工程研究理事会;
关键词
autism; cognition; executive function; weak central coherence; priming; homographs;
D O I
10.1007/s10803-006-0162-6
中图分类号
B844 [发展心理学(人类心理学)];
学科分类号
040202 ;
摘要
Two explanations for deficits underlying autism were tested: weak central coherence (WCC) and executive dysfunction. Consistent with WCC, Happe (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.
引用
收藏
页码:329 / 340
页数:12
相关论文
共 50 条
  • [1] Priming the Meaning of Homographs in Typically Developing Children and Children with Autism
    Suzanne Hala
    Penny M. Pexman
    Melanie Glenwright
    [J]. Journal of Autism and Developmental Disorders, 2007, 37
  • [2] Stereotypy in young children with autism and typically developing children
    MacDonald, Rebecca
    Green, Gina
    Mansfield, Renee
    Geckeler, Amy
    Gardenier, Nicole
    Anderson, Jennifer
    Holcomb, William
    Sanchez, June
    [J]. RESEARCH IN DEVELOPMENTAL DISABILITIES, 2007, 28 (03) : 266 - 277
  • [3] Priming for Social Activities: Effects on Interactions Between Children With Autism and Typically Developing Peers
    Gengoux, Grace W.
    [J]. JOURNAL OF POSITIVE BEHAVIOR INTERVENTIONS, 2015, 17 (03) : 181 - 192
  • [4] Feeding and Eating Behaviors in Children with Autism and Typically Developing Children
    Yolanda Martins
    Robyn L. Young
    Danielle C. Robson
    [J]. Journal of Autism and Developmental Disorders, 2008, 38 : 1878 - 1887
  • [5] Feeding and Eating Behaviors in Children with Autism and Typically Developing Children
    Martins, Yolanda
    Young, Robyn L.
    Robson, Danielle C.
    [J]. JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS, 2008, 38 (10) : 1878 - 1887
  • [6] Depression Related To Activity In Typically Developing Children But Not In Children With Autism
    Kozlowski, Karl F.
    McDonald, Christin A.
    Thomeer, Marcus L.
    Lopata, Christopher
    [J]. MEDICINE AND SCIENCE IN SPORTS AND EXERCISE, 2016, 48 (05): : 639 - 639
  • [7] Pathways to meaning: Written and spoken word priming in children with ASD versus typically developing peers
    Harper-Hill, Keely
    Copland, David
    Arnott, Wendy
    [J]. RESEARCH IN AUTISM SPECTRUM DISORDERS, 2014, 8 (10) : 1351 - 1363
  • [8] Sleep problems of parents of typically developing children and parents of children with autism
    Lopez-Wagner, Muriel C.
    Hoffman, Charles D.
    Sweeney, Dwight P.
    Hodge, Danelle
    Gilliam, James E.
    [J]. JOURNAL OF GENETIC PSYCHOLOGY, 2008, 169 (03): : 245 - 259
  • [9] Acquisition of Relevance Implicatures in Typically-Developing Children and Children with Autism
    de Villiers, Peter A.
    de Villiers, Jill G.
    Coles-White, D'Jaris
    Carpenter, Laura
    [J]. PROCEEDINGS OF THE 33RD ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT, VOLS 1 AND 2, 2009, : 121 - 132
  • [10] Food Selectivity in Children with Autism Spectrum Disorders and Typically Developing Children
    Bandini, Linda G.
    Anderson, Sarah E.
    Curtin, Carol
    Cermak, Sharon
    Evans, E. Whitney
    Scampini, Renee
    Maslin, Melissa
    Must, Aviva
    [J]. JOURNAL OF PEDIATRICS, 2010, 157 (02): : 259 - 264