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ERIC Number: EJ1048319
Record Type: Journal
Publication Date: 2015-Jan
Pages: 32
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0305-0009
The Role of Maternal Input in the Development of "wh"-Question Comprehension in Autism and Typical Development
Goodwin, Anthony; Fein, Deborah; Naigles, Letitia
Journal of Child Language, v42 n1 p32-63 Jan 2015
Social deficits have been implicated in the language delays and deficits of children with autism (ASD); thus, the extent to which these children use language input in social contexts similarly to typically developing (TD) children is unknown. The current study investigated how caregiver input influenced the development of "wh"-question comprehension in TD children and language-matched preschoolers with ASD. Children were visited at four-month intervals over 1.5 years; mother-child play sessions at visits 1-2 were coded for maternal wh-question use. At visits 3-5 children watched videos in the Intermodal Preferential Looking paradigm, to assess their comprehension of subject and object "wh"-questions. Mothers' use of "wh"-questions with verbs and complex "wh"-questions positively predicted "wh"-question comprehension in the TD group; in contrast, mothers' use of "wh"-questions with "be" as the main verb negatively predicted "wh"-question comprehension in the ASD group. Thus, TD children and children with ASD appear to use their linguistic input differently.
Cambridge University Press. The Edinburgh Building, Shaftesbury Road, Cambridge, CB2 8RU, UK. Tel: 800-872-7423; Tel: 845-353-7500; Tel: +44-1223-326070; Fax: 845-353-4141; Fax: +44-1223-325150; e-mail: subscriptions_newyork@cambridge.org; Web site: http://www.cambridge.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Institute on Deafness and Other Communication Disorders (NIDCD)
Authoring Institution: N/A
IES Grant or Contract Numbers: R01 DC007428