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Early Word Order Usage in Preschool Mandarin-Speaking Typical Children and Children With Autism Spectrum Disorder: Influences of Caregiver Input?
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In: Front Psychol (2022)
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It takes all kinds (of information) to learn a language: Investigating the language comprehension of typical children and children with autism
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In: Curr Dir Psychol Sci (2020)
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Children with ASD use joint attention and linguistic skill in pronoun development
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In: Lang Acquis (2020)
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Uneven Expressive Language Development in Mandarin-Exposed Preschool Children with ASD: Comparing Vocabulary, Grammar, and the Decontextualized Use of Language via the PCDI-Toddler Form [<Journal>]
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DNB Subject Category Language
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The Shape Bias in Children With Autism Spectrum Disorder: Potential Sources of Individual Differences
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Neural correlates of language variability in preschool-aged boys with autism spectrum disorder.
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In: Autism research : official journal of the International Society for Autism Research, vol 10, iss 6 (2017)
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Grammatical Language Impairment in Autism Spectrum Disorder: Exploring Language Phenotypes Beyond Standardized Testing.
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In: Frontiers in psychology, vol 8, iss APR (2017)
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Neural Correlates of Language Variability in Preschool-Aged Boys with Autism Spectrum Disorder
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"You're telling me!" The prevalence and predictors of pronoun reversals in children with autism spectrum disorders and typical development
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Residual difficulties with categorical induction in children with a history of autism
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Abstract:
In two experiments, typically developing (TD) children, high-functioning children with autism (HFA) and children with a history of autism who have achieved optimal outcomes (OOs), matched on age (M=13 years) and nonverbal IQ, were asked to extend properties of categories to new items (categorical induction). All groups demonstrated some knowledge of category structure by extending at above-chance levels; however, the TD group extended more consistently than the OO and HFA groups. More consistent extenders had higher lexical and nonverbal IQ scores (Experiment 1) or higher pragmatics scores (Experiment 2). Thus, even very high functioning individuals with autism, or with an optimal outcome, still exhibit residual difficulties with category knowledge and extension; moreover, category tasks relate to a variety of verbal and nonverbal abilities. The difficulty these groups had with categorical induction may be related to their difficulty with generalization more widely; future research should investigate this possibility.
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Keyword:
Article
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URL: http://www.ncbi.nlm.nih.gov/pubmed/23321802 https://doi.org/10.1007/s10803-012-1754-y http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3681830
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