Semantic processing in children with autism spectrum disorder

##plugins.themes.bootstrap3.article.main##

Verónica Moreno Campos
Maite Montagut Asunción
Gemma Pastor Cerezuela

Resumo

In the present study, the semantic processing of a group of children with autism spectrum disorder (n = 24) was analyzed, with the main objective of finding out if they present differences with respect to a group of children with typical development (n = 24). For this, an analysis of the content of the items of the WPPSY-III information subtest was carried out, establishing a series of categories based on the type of semantic demand required: significant-meaning association, experiential relationship and general knowledge. The results obtained support the idea that children with autism would carry out semantic processing of information in the same way as children without autism, but they would need more time to assume and establish said semantic processing.

 

Downloads

Não há dados estatísticos.

##plugins.themes.bootstrap3.article.details##

Como Citar
Moreno Campos, V., Montagut Asunción, M., & Pastor Cerezuela, G. (2020). Semantic processing in children with autism spectrum disorder. Revista INFAD De Psicología. International Journal of Developmental and Educational Psychology., 1(2), 165–174. https://doi.org/10.17060/ijodaep.2020.n2.v1.1968
Secção
Artículos
Biografias Autor

Verónica Moreno Campos, University of Valencia

University of Valencia

Maite Montagut Asunción, Catholic University of Valencia

Catholic University of Valencia

Gemma Pastor Cerezuela, University of Valencia

University of Valencia

Referências

American Psychiatric Association (2000). Diagnosticand statistical manual of mental disorders(4th ed., text rev.). Washington, DC: Author.

American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

Arunachalam, S. & Luyster, R. (2016). The integrity of lexical acquisition mechanisms in autism spectrum disorders: A research review. Autism Research, 9(8), 810-828. Doi: 10.1002/aur.1590

Arunachalam, S. & Luyster, R. (2018). Lexical development in young children with autism spectrum disorder (ASD): how ASD may affect intake from the input. Journal of Speech, Language, and Hearing Research, 61, 2659-2672. Doi: 10.1044/2018_JSLHR-L-RSAUT-18-0024

Barsalou, L. W. (1999). Perceptual symbol systems. Behavioral and Brain Sciences, 22(4), 577-660. Doi: 10.1017/S0140525X99002149

Bean, A; Fein, D. & Naigles, L. (2016). Category structure and processing in 6-year-old children with autism, Autism Research, 10(2), 327-336. Doi: 10.1002/aur.1652

Betta, M., Handjaras, G., Papaple, P., Rampinini, A., Malfatti, G., Pietrini, P., Turella, L., Ricciardi, E. & Leo, A. (2018). MEG spectro-temporal patterns underlying semantic processing. International Journal of Psychophysiology, 131, S71. Doi: 10.1016/j.ijpsycho.2018.07.205

Conn, C. (2013). Play based interventions for children and adolescents with autism spectrum disorders. Child and Adolescent Mental Health, 18 (2), 125-126. Doi: 10.1111/camh.12031

De Deyne, S., Verheyen, S. & Storms, G. (2016). Structure and organization of the mental lexicon: a network approach derived from syntactic dependency relations and word associations. In A. Mekler et al. (Eds.) Towards a theoretical framework from analyzing complex linguistics networks, understanding complex systems, 47-79. Springer - Verlag Berlin Heidelberg. Doi: 10.1007/978-3-662-47238-5

DiStefano, C., Senturk, D., & Jeste, S. S. (2019). ERP evidence of semantic processing in children with ASD. Developmental Cognitive Neuroscience, 36, 100640. Doi: 10.1016/j.dcn.2019.100640

Dunn, L. M., Dunn, L. M., & Arribas, D. (2006). PPVT-III Peabody Picture Vocabulary Test. Madrid, Spain: TEA Editions.

Eigsti, I. M., de Marchena, A. B., Schuh, J. M., & Kelley, E. (2011). Language acquisition in autism spectrum disorders: a developmental review. Research in Autism Spectrum Disorders, 5(2), 681-691. Doi: 10.1016/j.rasd.2010.09.001

Eigsti, I. M. & Schuh, J. M., (2016). Language acquisition in ASD: Beyond standardized language measures. En Letitia N. & Naigles (Ed.), Innovative investigations of language in autism spectrum disorder. 183-201. Washington, DC: American Psychological Association.

Espinosa Ochoa, M. & Orozco Arreola, A. (2018). El desarrollo típico del español como lengua materna. En Cecilia Rojas Nieto y Elsa Viviana Oropeza Gracia (eds.), Diferencias individuales en la adquisición del lenguaje. Factores lingüísticos, cognitivos, socioambientales, 273-278. México: Universidad Nacional

Autónoma de México.

Fisher, A., Godwin, K., Matlen, B. & Unger, L. (2014). Development of category-based induction and semantic

knowledge. Child Development, 86 (1), 48-62. Doi: 10.1111/cdev.12277

Gilliam, J. E. (2006). Gilliam Autism Rating Scale (2nd ed.). Madrid, Spain: Symtéc.

Juillerat, K, Cornejo, F. & Castillo, R. (2015). Procesamiento semántico de palabras epistémicas y metafísicas en niños y adolescentes con trastorno de espectro autista (TEA) y desarrollo típico (DT). Terapia Psicológica, 33 (3), 221-238. Doi: 10.4067/S0718-48082015000300006

Lord, C., Rutter, M., DiLavore, P. C., & Risi, S. (2000). Autism diagnostic observation schedule: ADOS manual. LA, US: Western Psychological Services.

Ma, X. (2013). Evocation: analyzing and propagating a semantic link based on free word association. Language Resources & Evaluation, 47, 819-837. Doi: 10.1007/s10579-013-9219-2

McCleery, J. P., Ceponiene, R., Burner, K. M., Townsend, J., Kinnear, M. & Schreibman, L. (2010). Neural correlates of verbal and non-verbal semantic integration in children with autism spectrum disorders. Journal of Child Psychology, 51 (3), 277-286. Doi: org/10.1111/j.1469-7610.2009.02157.x

Mendez, M., Sanz, O., Abril, B. & Valdizan, J. R. (2009). Event-related potentials (N400) in autistic children. Clinical Neuropsychology, 120 (4), e136. Doi: 10.1016/j.clinph.2008.09.041.

Moritz-Gasser, S., Herbet, G. & Duffau, H. (2013). Mapping the connectivity underlying multimodal (verbal and non-verbal) semantic processing: a brain electrostimulation study. Neuropsychologia, 51, 1814-1822. Doi: 10.1016/j.neuropsychologia.2013.06.007

Peterson, K. M. (2012). Nature, nurture, knowledge: The promise of experiential learning for students with special needs. Doctoral Dissertation. Northeastern University.

Raven, J. C. (1996). Matrices Progresivas. Escalas CPM Color y SPM General. TEA Ediciones: Madrid.

Remington, A, Hanley, M., O’Brien, S., Riby, D. & Swettenham, J. (2019). Implications for capacity in the classroom: simplifying tasks for autistic children may not be the answer. Research in Development Disabilities, 85, 197-204. Doi: 10.1016/j.ridd.2018.12.006

Ribeiro, T.C., Valasek, C.A., Minati, L. & Boggio, P.S. (2013). Altered semantic integration in autism beyond language. Neuroreport, 24 (8), 414-418. Doi: 10.1097/WNR.0b013e328361315e.

Rosch, E. (1977). Human categorization. In N. Warren (Ed.): Studies in Cross-Cultural Psychology. London: Academic Press.

Rosch, E. (1978). Principles of Categorization, in E. Rosch & B. Lloyd (Eds.): Cognition and Categorization. Hilldale: Laurence Erlbaum Ass.

Rosch, E. (1988). Coherences and categorization: a historical view. In F. S. Kessel (Ed.): The Development of Language and Language Researchers, Hisllsdale: Erlbaum.

Wechsler, D. (2009). Test de Inteligencia para niños preescolares–WPPSI III. Madrid: TEA Ediciones.

Weiss, Y., Cweigenberg, H. & Booth, J. (2018). Neural specialization of phonological and semantic processing in

young children. Human Brain Mapp, 39, 4334-4348. Doi: 10.1002/hbm.24274

Wittgenstein, L. (1988). Investigaciones filosóficas. Barcelona: Crítica.