![]() ![]() According to some views, these prediction deficits are hypothesized to lead to higher levels of perceived novelty, resulting in “hyperplasticity” of learning based on the most recent input. Flexible (neurotypical) brains attribute differential weights to prediction errors to determine when new learning is appropriate, while autistic individuals are thought to assign disproportionate weight to prediction errors. The basic assumption of the prediction accounts is that information is processed by making predictions and testing violations against expectations (prediction errors). Several researcher teams have posited prediction deficit accounts of ASD. One prominent component of linguistic behavior is the use of predictions or expectations during learning and processing. Yet, mechanisms underlying language deficits in autistic children remain underspecified. Language delay is often one of the first concerns of parents of toddlers with autism spectrum disorder (ASD), and early language abilities predict broader outcomes for children on the autism spectrum. 3Department of Psychology, University of Wisconsin, Madison, WI, United States.2Department of Communication Sciences and Disorders, University of Wisconsin, Madison, WI, United States.1Waisman Center, University of Wisconsin, Madison, WI, United States.More recent work has focused on characterizing early language abilities of toddlers on the autism spectrum and examining the overlap between late talkers with and without ASD to evaluate the ‘distinct category’ versus ‘dimensional’ accounts of language disorders.Susan Ellis Weismer 1,2 * Jenny R. She is particularly interested in exploring the relationship between language and aspects of cognitive functioning, such as working memory capacity, in children with language learning difficulties. Together, this evidence supports a multi-component view and that helping children with ASD develop vocabulary depth may have cascading effects on their reading comprehension.Ībout the Lab: Ellis Weismer’s research focuses on investigating the developmental course and nature of language processing in typically developing children, late talkers, and children with specific language impairment (SLI). Individual differences in age/development, word recognition, vocabulary breadth (i.e., number of words in the lexicon), and vocabulary depth (i.e., knowledge of the homonym meanings) contributed to sentence comprehension in both children with ASD and their peers. This semantic interference hindered the children with ASD’s sentence representation to a greater degree than their peers. However, after reading the sentences, when participants were asked to select the meanings, both groups experienced semantic interference between the two meanings. Results indicated that children with ASD, similar to their TD peers, integrated the context to access the correct homonym meanings while reading. Both comprehension products (i.e., offline representations after reading) and processes (i.e., online processing during reading) were evaluated. Participants completed a written ambiguous sentence comprehension task in which they had to integrate context to determine the correct homonym meaning via picture selection. This study viewed the contributions of different supporting skills as a collective set of skills necessary for context integration – a multi-component view – to examine individual differences in reading comprehension in school-age children (8-14 years) with ASD (n = 23) and typically developing (TD) control peers (n = 23). Autism Research.Online First DOI: 10: 1002/aur.1850Ībstract: Weak central coherence (processing details over gist), poor oral language abilities, poor suppression, semantic interference, and poor comprehension monitoring have all been implicated to affect reading comprehension in individuals with ASD. Reading comprehension of ambiguous sentences by school-age children with autism spectrum disorder. IDD Models (Cellular and Molecular Neuroscience, hPSC Models, Rodent Models) CoreĬitation: Davidson MM, Ellis Weismer S.Participate in Research Expand Collapse.Diagnoses (autism, cerebral palsy, Down syndrome) Hub Pages.Resources & Information Expand Collapse.
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