Pub Date : 2021-05-26DOI: 10.1080/10489223.2021.1910266
Jae Yung Song, Fred R. Eckman
ABSTRACT Research attempting to understand the intermediate stages of first-language acquisition and disordered speech has led to the discovery of covert contrast. A covert contrast is a statistically reliable difference between phonemes that is produced by a language learner, but in a way that cannot be heard readily by a listener of the target language. In the present study, we aimed to extend the investigation of covert contrasts to the domain of second-language acquisition. In particular, we used ultrasound tongue imaging to examine whether adult second-language learners of American English produced articulatory distinctions between the target vowels, in addition to producing acoustic differences. We collected speech recordings from 21 speakers (7 Korean speakers, 7 Spanish speakers, 7 English controls) while they produced words illustrating the relevant vowel contrasts in English: /i/-/ɪ/ and /ɛ/-/æ/. Results showed that approximately 36% of our second-language participants implemented various patterns of covert contrast in vowel articulation. Ultrasound measurements revealed that two participants made a covert distinction between two vowels that were perceptually neutralized. For one participant, the anterior part of the tongue was higher for /i/ than /ɪ/, and for the other, it was higher for /ɛ/ than /æ/. Overall, our findings highlight the importance of a learner-oriented approach in studying the acquisition of phonemic contrasts and suggest that ultrasound tongue imaging can be a promising tool to examine the articulatory details of vowel production in second-language learners.
{"title":"Using ultrasound tongue imaging to study covert contrasts in second-language learners’ acquisition of English vowels","authors":"Jae Yung Song, Fred R. Eckman","doi":"10.1080/10489223.2021.1910266","DOIUrl":"https://doi.org/10.1080/10489223.2021.1910266","url":null,"abstract":"ABSTRACT Research attempting to understand the intermediate stages of first-language acquisition and disordered speech has led to the discovery of covert contrast. A covert contrast is a statistically reliable difference between phonemes that is produced by a language learner, but in a way that cannot be heard readily by a listener of the target language. In the present study, we aimed to extend the investigation of covert contrasts to the domain of second-language acquisition. In particular, we used ultrasound tongue imaging to examine whether adult second-language learners of American English produced articulatory distinctions between the target vowels, in addition to producing acoustic differences. We collected speech recordings from 21 speakers (7 Korean speakers, 7 Spanish speakers, 7 English controls) while they produced words illustrating the relevant vowel contrasts in English: /i/-/ɪ/ and /ɛ/-/æ/. Results showed that approximately 36% of our second-language participants implemented various patterns of covert contrast in vowel articulation. Ultrasound measurements revealed that two participants made a covert distinction between two vowels that were perceptually neutralized. For one participant, the anterior part of the tongue was higher for /i/ than /ɪ/, and for the other, it was higher for /ɛ/ than /æ/. Overall, our findings highlight the importance of a learner-oriented approach in studying the acquisition of phonemic contrasts and suggest that ultrasound tongue imaging can be a promising tool to examine the articulatory details of vowel production in second-language learners.","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":"28 1","pages":"344 - 369"},"PeriodicalIF":1.2,"publicationDate":"2021-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10489223.2021.1910266","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42620438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-13DOI: 10.1080/10489223.2021.1899181
Naho Orita, Hajime Ono, Naomi H Feldman, J. Lidz
ABSTRACT Although the Japanese reflexive zibun can be bound both locally and across clause boundaries, the third-person pronoun kare cannot take a local antecedent. These are properties that children need to learn about their language, but we show that the direct evidence of the binding possibilities of zibun is sparse and the evidence of kare is absent in speech to children, leading us to ask about children’s knowledge. We show that children, unlike adults, incorrectly reject the long-distance antecedent for zibun, and while being able to access this antecedent for a non-local pronoun kare, they consistently reject the local antecedent for this pronoun. These results suggest that children’s lack of matrix readings for zibun is not due to their understanding of discourse context but the properties of their language understanding.
{"title":"Japanese children’s knowledge of the locality of zibun and kare","authors":"Naho Orita, Hajime Ono, Naomi H Feldman, J. Lidz","doi":"10.1080/10489223.2021.1899181","DOIUrl":"https://doi.org/10.1080/10489223.2021.1899181","url":null,"abstract":"ABSTRACT Although the Japanese reflexive zibun can be bound both locally and across clause boundaries, the third-person pronoun kare cannot take a local antecedent. These are properties that children need to learn about their language, but we show that the direct evidence of the binding possibilities of zibun is sparse and the evidence of kare is absent in speech to children, leading us to ask about children’s knowledge. We show that children, unlike adults, incorrectly reject the long-distance antecedent for zibun, and while being able to access this antecedent for a non-local pronoun kare, they consistently reject the local antecedent for this pronoun. These results suggest that children’s lack of matrix readings for zibun is not due to their understanding of discourse context but the properties of their language understanding.","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":"28 1","pages":"327 - 343"},"PeriodicalIF":1.2,"publicationDate":"2021-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10489223.2021.1899181","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42117938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-13DOI: 10.1080/10489223.2021.1910267
H. Clahsen, A. Jessen
ABSTRACT Morphological variability in bilingual language production is widely attested. Producing inflected words has been found to be less reliable and consistent in bilinguals than in first-language (functionally monolingual) L1 speakers, even for bilingual speakers at advanced proficiency levels. The sources for these differences are not well understood. The current study presents a detailed investigation of morphological generalization processes in bilingual speakers’ language production. We examined past participle formation of German using an elicited-production experiment containing nonce verbs with varying degrees of similarity to existing verbs testing a large group of bilingual Turkish/German speakers relative to L1 German speakers. We compared similarity-based lexical extensions with generalizations of morphological rules. The results show that rule-based generalizations are used less often and more variably within the bilingual group than within the L1 group. Our results also show a selective effect of age of acquisition on the bilingual speakers’ morphological generalizations.
{"title":"Morphological generalization in bilingual language production: Age of acquisition determines variability","authors":"H. Clahsen, A. Jessen","doi":"10.1080/10489223.2021.1910267","DOIUrl":"https://doi.org/10.1080/10489223.2021.1910267","url":null,"abstract":"ABSTRACT Morphological variability in bilingual language production is widely attested. Producing inflected words has been found to be less reliable and consistent in bilinguals than in first-language (functionally monolingual) L1 speakers, even for bilingual speakers at advanced proficiency levels. The sources for these differences are not well understood. The current study presents a detailed investigation of morphological generalization processes in bilingual speakers’ language production. We examined past participle formation of German using an elicited-production experiment containing nonce verbs with varying degrees of similarity to existing verbs testing a large group of bilingual Turkish/German speakers relative to L1 German speakers. We compared similarity-based lexical extensions with generalizations of morphological rules. The results show that rule-based generalizations are used less often and more variably within the bilingual group than within the L1 group. Our results also show a selective effect of age of acquisition on the bilingual speakers’ morphological generalizations.","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":"28 1","pages":"370 - 386"},"PeriodicalIF":1.2,"publicationDate":"2021-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10489223.2021.1910267","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42133372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-30DOI: 10.1080/10489223.2021.1912400
(2021). Note on Special Issue. Language Acquisition: Vol. 28, No. 2, pp. i-i.
(2021)。关于特刊的说明。《语言习得》，第28卷，第2期，第1 - 5页。
{"title":"Note on Special Issue","authors":"","doi":"10.1080/10489223.2021.1912400","DOIUrl":"https://doi.org/10.1080/10489223.2021.1912400","url":null,"abstract":"(2021). Note on Special Issue. Language Acquisition: Vol. 28, No. 2, pp. i-i.","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":"22 3","pages":""},"PeriodicalIF":1.2,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138513126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-04-03DOI: 10.1080/10489223.2020.1860055
E. Pagliarini, Marta Andrada Reyes, M. Guasti, S. Crain, A. Gavarró
ABSTRACT In English, the sentence Mary didn’t eat pizza or sushi is assigned the neither interpretation (both disjuncts must be false). In Mandarin Chinese, the equivalent sentence is assigned the at least one interpretation (at least one disjunct must be false). The cross-linguistic variation in the interpretation of negative sentences with disjunction has been attributed to the Disjunction Parameter. On one value of this lexical parameter, disjunction is a Positive Polarity Item (+PPI). On the other value, disjunction is not a Positive Polarity Item (-PPI). According to the Semantic Subset Principle (SSP), all child language learners are predicted to initially assign the neither interpretation to negative disjunctive sentences, for reasons of language learnability. The present study investigates the interpretation of negative sentences with disjunction in Catalan. The findings confirm that disjunction is +PPI for adults; children show a bimodal distribution. For some children, disjunction is -PPI, as predicted by the SSP. However, some children adopt the adult +PPI value of the Disjunction Parameter. Children’s level of linguistic maturity, as measured by a sentence repetition task, was correlated with their judgments about negative sentences with disjunction such that children with lower scores tended to adopt the -PPI value. To explain the relatively early parameter resetting by some Catalan-speaking children, as compared to children acquiring other languages where disjunction is +PPI, we discuss the possible “blocking effect” of an alternative lexical expression in Catalan, which unambiguously conveys the neither interpretation.
在英语中，句子“Mary didn 't eat pizza or sushi”被赋予两个解释都不正确的情况(两个析取词都必须为假)。在普通话中，同等的句子被赋予至少一种解释(至少一个断词必须是假的)。否定句析取的跨语言差异主要归因于析取参数。在这个词法参数的一个值上，析取是一个正极性项(+PPI)。在另一个值上，分离不是一个正极性项目(-PPI)。根据语义子集原则(Semantic子集Principle, SSP)，由于语言可学习性的原因，所有的儿童语言学习者都被预测最初会将两种解释分配给否定析取句。本研究探讨了加泰罗尼亚语否定句的析取解释。研究结果证实成人分离为+PPI;儿童呈双峰分布。对于一些儿童，分离是-PPI，正如SSP预测的那样。然而，有些儿童采用成人+PPI值的分离参数。通过句子重复测试，儿童的语言成熟度水平与他们对带有分离的否定句的判断相关，因此得分较低的儿童倾向于采用-PPI值。为了解释一些讲加泰罗尼亚语的儿童相对较早的参数重置，与学习其他语言的儿童相比，其中分离是+PPI，我们讨论了加泰罗尼亚语中另一种词汇表达可能的“阻塞效应”，它明确地传达了两种解释。
{"title":"Negative sentences with disjunction in child Catalan","authors":"E. Pagliarini, Marta Andrada Reyes, M. Guasti, S. Crain, A. Gavarró","doi":"10.1080/10489223.2020.1860055","DOIUrl":"https://doi.org/10.1080/10489223.2020.1860055","url":null,"abstract":"ABSTRACT In English, the sentence Mary didn’t eat pizza or sushi is assigned the neither interpretation (both disjuncts must be false). In Mandarin Chinese, the equivalent sentence is assigned the at least one interpretation (at least one disjunct must be false). The cross-linguistic variation in the interpretation of negative sentences with disjunction has been attributed to the Disjunction Parameter. On one value of this lexical parameter, disjunction is a Positive Polarity Item (+PPI). On the other value, disjunction is not a Positive Polarity Item (-PPI). According to the Semantic Subset Principle (SSP), all child language learners are predicted to initially assign the neither interpretation to negative disjunctive sentences, for reasons of language learnability. The present study investigates the interpretation of negative sentences with disjunction in Catalan. The findings confirm that disjunction is +PPI for adults; children show a bimodal distribution. For some children, disjunction is -PPI, as predicted by the SSP. However, some children adopt the adult +PPI value of the Disjunction Parameter. Children’s level of linguistic maturity, as measured by a sentence repetition task, was correlated with their judgments about negative sentences with disjunction such that children with lower scores tended to adopt the -PPI value. To explain the relatively early parameter resetting by some Catalan-speaking children, as compared to children acquiring other languages where disjunction is +PPI, we discuss the possible “blocking effect” of an alternative lexical expression in Catalan, which unambiguously conveys the neither interpretation.","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":"28 1","pages":"153 - 165"},"PeriodicalIF":1.2,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10489223.2020.1860055","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48237103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-04DOI: 10.1080/10489223.2021.1888295
Lisa Pearl, Jon Sprouse
ABSTRACT We investigate concrete acquisition theories for a derived approach to linking theory development and explore to what extent two prominent linking theories in the syntactic literature—UTAH and rUTAH—can be derived from the data that English-learning children encounter. We leverage a conceptual acquisition framework that specifies key aspects of the child’s acquisition task, including realistic child-directed input and a cognitively motivated mechanism for inference (the sufficiency threshold, derived from the Tolerance and Sufficiency Principles). We find that rUTAH can be derived but UTAH can’t, if children derive their linking theories from their input as specified here. We discuss the implications of these results for both syntactic theory and acquisition theory.
{"title":"The acquisition of linking theories: A Tolerance and Sufficiency Principle approach to deriving UTAH and rUTAH","authors":"Lisa Pearl, Jon Sprouse","doi":"10.1080/10489223.2021.1888295","DOIUrl":"https://doi.org/10.1080/10489223.2021.1888295","url":null,"abstract":"ABSTRACT We investigate concrete acquisition theories for a derived approach to linking theory development and explore to what extent two prominent linking theories in the syntactic literature—UTAH and rUTAH—can be derived from the data that English-learning children encounter. We leverage a conceptual acquisition framework that specifies key aspects of the child’s acquisition task, including realistic child-directed input and a cognitively motivated mechanism for inference (the sufficiency threshold, derived from the Tolerance and Sufficiency Principles). We find that rUTAH can be derived but UTAH can’t, if children derive their linking theories from their input as specified here. We discuss the implications of these results for both syntactic theory and acquisition theory.","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":"28 1","pages":"294 - 325"},"PeriodicalIF":1.2,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10489223.2021.1888295","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48559945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-04DOI: 10.1080/10489223.2020.1860056
Mathieu Lecouvet, Liesbeth Degand, F. Suñer
ABSTRACT The Bottleneck Hypothesis argues that properties of inflectional morphology explain why second-language learners may face persistent difficulties in articulating meaning in target-language forms. In particular, the acquisition task proves even harder when first and second languages differ in the way they organize the mapping of functional features onto inflectional morphemes. Against this backdrop, the present study focuses on the interplay between case morphology and acquisition of syntax-discourse interface phenomena in the second language German of French native speakers. Whereas the Bottleneck Hypothesis predicts that discourse-driven syntactic alternations come for free when case morphology is in place, a concurrent prediction is made by the Interface Hypothesis, which suggests that the syntax-discourse interface is vulnerable per se, irrespective of L1-L2 differences at the interface between morphology and syntax. We tested 45 L2 learners in (i) a semicontrolled production task in context (element rearrangement task) targeting argument reordering (object fronting) as a function of the information status of discourse referents; (ii) a fill-in-the-blanks task involving the use of case endings; and (iii) a general proficiency test. Contra the Interface Hypothesis, results showed that argument reordering was affected by discourse properties of referents. Turning to the Bottleneck Hypothesis, learners’ command of case was identified as a reliable predictor of convergence in discourse-to-syntax mappings, which confirms the key role of inflectional morphology in the acquisition of other grammar areas, including interfaces between grammar and grammar-external domains such as discourse.
{"title":"Unclogging the Bottleneck: The role of case morphology in L2 acquisition at the syntax-discourse interface","authors":"Mathieu Lecouvet, Liesbeth Degand, F. Suñer","doi":"10.1080/10489223.2020.1860056","DOIUrl":"https://doi.org/10.1080/10489223.2020.1860056","url":null,"abstract":"ABSTRACT The Bottleneck Hypothesis argues that properties of inflectional morphology explain why second-language learners may face persistent difficulties in articulating meaning in target-language forms. In particular, the acquisition task proves even harder when first and second languages differ in the way they organize the mapping of functional features onto inflectional morphemes. Against this backdrop, the present study focuses on the interplay between case morphology and acquisition of syntax-discourse interface phenomena in the second language German of French native speakers. Whereas the Bottleneck Hypothesis predicts that discourse-driven syntactic alternations come for free when case morphology is in place, a concurrent prediction is made by the Interface Hypothesis, which suggests that the syntax-discourse interface is vulnerable per se, irrespective of L1-L2 differences at the interface between morphology and syntax. We tested 45 L2 learners in (i) a semicontrolled production task in context (element rearrangement task) targeting argument reordering (object fronting) as a function of the information status of discourse referents; (ii) a fill-in-the-blanks task involving the use of case endings; and (iii) a general proficiency test. Contra the Interface Hypothesis, results showed that argument reordering was affected by discourse properties of referents. Turning to the Bottleneck Hypothesis, learners’ command of case was identified as a reliable predictor of convergence in discourse-to-syntax mappings, which confirms the key role of inflectional morphology in the acquisition of other grammar areas, including interfaces between grammar and grammar-external domains such as discourse.","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":"28 1","pages":"241 - 271"},"PeriodicalIF":1.2,"publicationDate":"2021-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10489223.2020.1860056","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48957148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-09DOI: 10.1080/10489223.2020.1860054
Ailís Cournane
ABSTRACT This paper revisits the longstanding observation that children produce modal verbs (e.g., must, could) with their root meanings (e.g., abilities, obligations) by age 2, typically a year or more earlier than with their epistemic meanings (e.g., inferences). Established explanations for this “Epistemic Gap” argue that epistemic language production is delayed because small children can only reason about root meanings. However, root and epistemic uses of modal verbs also differ syntactically and in input representation. We present a corpus study on 17 English-learning children and their input, exploring early productions with both epistemic modal verbs and grammatically simpler and more frequent epistemic adverbs (e.g., maybe, probably). Results show that children use remarkably adult-like epistemic adverb sentences from even before age 2, when they are only producing modal verbs with root meanings. The Epistemic Gap is not well explained by general conceptual advancements. Instead, our data suggest input attestation and ease of form-to-meaning mapping may influence early child epistemic language. These findings are furthermore consistent with cross-linguistic differences in the timing of first epistemic uses of modal verbs, and with recent advancements in our understanding of infant and toddler modal reasoning abilities.
{"title":"Revisiting the epistemic gap: It’s not the thought that counts","authors":"Ailís Cournane","doi":"10.1080/10489223.2020.1860054","DOIUrl":"https://doi.org/10.1080/10489223.2020.1860054","url":null,"abstract":"ABSTRACT This paper revisits the longstanding observation that children produce modal verbs (e.g., must, could) with their root meanings (e.g., abilities, obligations) by age 2, typically a year or more earlier than with their epistemic meanings (e.g., inferences). Established explanations for this “Epistemic Gap” argue that epistemic language production is delayed because small children can only reason about root meanings. However, root and epistemic uses of modal verbs also differ syntactically and in input representation. We present a corpus study on 17 English-learning children and their input, exploring early productions with both epistemic modal verbs and grammatically simpler and more frequent epistemic adverbs (e.g., maybe, probably). Results show that children use remarkably adult-like epistemic adverb sentences from even before age 2, when they are only producing modal verbs with root meanings. The Epistemic Gap is not well explained by general conceptual advancements. Instead, our data suggest input attestation and ease of form-to-meaning mapping may influence early child epistemic language. These findings are furthermore consistent with cross-linguistic differences in the timing of first epistemic uses of modal verbs, and with recent advancements in our understanding of infant and toddler modal reasoning abilities.","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":"28 1","pages":"215 - 240"},"PeriodicalIF":1.2,"publicationDate":"2021-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10489223.2020.1860054","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44935817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.1080/10489223.2021.1877705
Inge-Marie Eigsti, Christina Irvine
ABSTRACT This study tests the role of verbal mediation during theory of mind processing in autism spectrum disorder (ASD). Adolescents with ASD or typical development completed a false belief task while simultaneously performing a verbal or nonverbal load task. There was no group difference in false belief accuracy; however, under verbal load, the ASD group was relatively less efficient, with slower reaction times, in false belief compared to true belief trials. Faster false belief task performance under verbal but not nonverbal load was associated with pragmatic language ability for the ASD group only. Results were consistent with the theory that there are two (implicit, nonverbal and explicit, verbal) processes that support cognitive reasoning about other people’s minds and that people with ASD rely more on the explicit system. Verbal mediation may be critical for false belief understanding in individuals with ASD but not typical development.
{"title":"Verbal mediation of theory of mind in verbal adolescents with autism spectrum disorder","authors":"Inge-Marie Eigsti, Christina Irvine","doi":"10.1080/10489223.2021.1877705","DOIUrl":"https://doi.org/10.1080/10489223.2021.1877705","url":null,"abstract":"ABSTRACT This study tests the role of verbal mediation during theory of mind processing in autism spectrum disorder (ASD). Adolescents with ASD or typical development completed a false belief task while simultaneously performing a verbal or nonverbal load task. There was no group difference in false belief accuracy; however, under verbal load, the ASD group was relatively less efficient, with slower reaction times, in false belief compared to true belief trials. Faster false belief task performance under verbal but not nonverbal load was associated with pragmatic language ability for the ASD group only. Results were consistent with the theory that there are two (implicit, nonverbal and explicit, verbal) processes that support cognitive reasoning about other people’s minds and that people with ASD rely more on the explicit system. Verbal mediation may be critical for false belief understanding in individuals with ASD but not typical development.","PeriodicalId":46920,"journal":{"name":"Language Acquisition","volume":"28 1","pages":"195 - 213"},"PeriodicalIF":1.2,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10489223.2021.1877705","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49104317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：