In Prototypical Autism, the Genetic Ability to Learn Language Is Triggered by Structured Information, Not Only by Exposure to Oral Language

Abstract

What does the way that autistic individuals bypass, learn, and eventually master language tell us about humans’ genetically encoded linguistic ability? In this theoretical review, we argue that autistic non-social acquisition of language and autistic savant abilities provide a strong argument for an innate, human-specific orientation towards (and mastery of) complex embedded structures. Autistic non-social language learning may represent a widening of the material processed during development beyond oral language. The structure detection and manipulation and generative production of non-linguistic embedded and chained material (savant abilities in calendar calculation, musical composition, musical interpretation, and three-dimensional drawing) may thus represent an application of such innate mechanisms to non-standard materials. Typical language learning through exposure to the child’s mother tongue may represent but one of many possible achievements of the same capacity. The deviation from typical language development in autism may ultimately allow access to oral language, sometimes in its most elaborate forms, and also explain the possibility of the absence of its development when applied exclusively to non-linguistic structured material. Such an extension of human capacities beyond or in parallel to their usual limits call into question what we consider to be specific or expected in humans and therefore does not necessarily represent a genetic “error”. Regardless of the adaptive success or failure of non-social language learning, it is the duty of science and ethical principles to strive to maintain autism as a human potentiality to further foster our vision of a plural society.

Autism Spectrum Disorder and Savant Syndrome: A Systematic Literature Review

“…The main themes of this study are as follows: 1) basic theories about savant syndrome and its association with ASD [3,5,[23][24][25]; 2) incidence of savant syndrome, sex differences, and their relationship with overall cognitive functioning [5,26]; 3) type and extent of savant skills [5,26]; 4) the relationship between ASD and savant syndrome [23,[25][26][27][28][29][30]; and 5) the cognitive characteristics of individuals with ASD who display savant syndrome. The studies conducted on the cognitive characteristics primarily examined weak central coherence (WCC) and detail-focused cognitive processing [13,[25][26][27][28]31], rule-based pattern recognition, hyper-systemizing, enhanced perceptual abilities and synesthesia, deficits in theory of mind, RRBs, and attentional issues [25][26][27][32][33][34][35][36][37][38][39] (Table 3). nine experimental studies (47.6%), five questionnaire studies (one study included three cases and was considered a duplicate case) (23.8%), and one qualitative interview study (4.8%).…”

“…EPF is a useful theory for explaining the exceptional capabilities of students with ASD, beyond other theories that explained the cognitive phenotypes of students with ASD based on WCC [31,54,55]. The EPF model stresses that automatic perception and enhanced roles as the major cognitive features of individuals with ASD [26,36,56]. Individuals with ASD who display savant syndrome automatic and enhanced cognitive processes during perceptual information processing, which contribute to the development of exceptional abilities.…”

The hallmarks of autism

“…Each of Kanner's hallmarks can be connected with one or more specific autism-associated traits from more-recent studies, and, taken together, these can all be linked with core theories for understanding autism (Figure 1 ). In principle, Kanner's hallmarks should also be underlain by differences, between individuals with and without autism, in neurological traits that jointly subserve human abilities in the domains that are shared by these theories, especially as regards enhanced motivation toward, and recognition and processing of, non-social information as found in patterns, systems, and integrated structures ( 34 , 39 , 41 , 42 ).…”

Autistic preschoolers display reduced attention orientation for competition but intact facilitation from a parallel competitor: Eye-tracking and behavioral data

“…As a result of this, mainstream education and intervention practices commonly adopt activities relying on typical interpersonal interactions, such as joint-interactive play and cooperative tasks. In response, researchers have put forward the need to reconceptualize autistic individuals’ distinct socialization patterns and their impact on the effectiveness of socially oriented strategies with varying interactive values in promoting the learning of autistic children ( Gernsbacher et al, 2008 ; Jaswal & Akhtar, 2019 ; Mottron, 2017 ; Mottron et al, 2021 ; Ochs & Solomon, 2010 ).…”

“…Autistic people may prefer unconventional ways of engaging with others, such as coordinated movement ( Jaswal & Akhtar, 2019 ). The exclusive emphasis on promoting conventional non-autistic social behaviors that are characterized by overtly interactive and cooperative actions might deprive autistic children from other alternative social learning opportunities ( Akhtar & Jaswal, 2019 ; Mottron, 2017 ; Mottron et al, 2021 ; Pellicano & Stears, 2011 ). To this end, lateral tutorship has been proposed as an alternative intervention principle to conventional face-to-face interactive approach for young autistic children ( Mottron, 2017 ).…”