Is the Ability to Integrate Parts into Wholes Affected in Autism Spectrum Disorder?

Olu-Lafe, Olufemi; Liederman, Jacqueline; Tager–Flusberg, Helen

doi:10.1007/s10803-014-2120-z

Cited by 15 publications

(16 citation statements)

References 32 publications

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“…Performance consistent with the weak central coherence hypothesis has been observed in individuals with ASD on verbal [18,24,25,[46][47][48], as well as non-verbal [49][50][51][52][53][54] tasks. In fact, some have suggested that this local bias is a core component of the ASD phenotype [55,56].…”

Section: Global-local Processing In Asdsupporting

confidence: 72%

How Children with Autism Spectrum Disorder, Developmental Language Disorder, and Typical Language Learn to Produce Global and Local Semantic Features

Gladfelter

Barron

2020

Brain Sciences

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A local processing bias, often considered a cognitive style unique to autism spectrum disorder (ASD), may influence the types of semantic features acquired by children with ASD and could contribute to weaknesses in word learning. Children with developmental language disorder (DLD) also struggle to learn semantic aspects of words, but this cognitive style has not been ascribed to children with DLD. The purpose of this study was to explore whether global–local processing differences influence the type of semantic features children with ASD, DLD, and their neurotypical peers learn to produce when learning new words. Novel word definitions produced by 36 school-aged children (12 with ASD, 12 with DLD, and 12 with typical language) who participated in an extended word-learning paradigm were used to extract newly learned semantic features. These semantic features were then coded for global and local attributes and analyzed to detect whether there were differences between groups. Results indicated that the children with ASD and DLD produced more global, rather than local, semantic features in their definitions than the children with typical language. An over-reliance on global, rather than local, features in children with ASD and DLD may reflect deficits in depth of word knowledge.

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Section: Global-local Processing In Asdsupporting

confidence: 72%

How Children with Autism Spectrum Disorder, Developmental Language Disorder, and Typical Language Learn to Produce Global and Local Semantic Features

Gladfelter

Barron

2020

Brain Sciences

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“…People with a locally coherent processing style have trouble making integrated wholes out of the sum of parts and coherent stories out of disconnected strings of events; they have difficulty seeing the forest for the trees. Researcher Uta Frith has memorably described the consequences of local coherence as “an incoherent world of fragmented experience” (1989, see also Olu-Lafe et al, 2014). Problems inferring the motivations of other people can make human behavior seem capricious, incomprehensible, and utterly unpredictable.…”

Section: The Need For External Structure In Autism Spectrum Conditionsmentioning

confidence: 99%

Making Meaningful Worlds: Role-Playing Subcultures and the Autism Spectrum

Fein

2015

Cult Med Psychiatry

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“…In addition, the experimental task focused on the production of novel words. To be included in the ASD group, each participant had an independent diagnosis of ASD (disclosed via parent report) and obtained a score on the Autism Diagnostic Observation Schedule‐Second Edition (ADOS‐2; Lord et al., ) that met cut‐offs for either autism or autism spectrum (McGregor & Bean, ; Olu‐Lafe, Liederman, & Tager‐Flusberg, ). To be included in the TD group, each child attained a standard score of 85 or higher on the Structured Photographic Expressive Language Test‐3rd Edition (Dawson, Stout, & Eyer, ) or the core battery of the Clinical Evaluation of Language Fundamentals – 4 (Semel, Wiig, & Secord, ), whichever was age appropriate.…”

Section: Methodsmentioning

confidence: 99%

Semantic richness and word learning in children with autism spectrum disorder

Gladfelter

Goffman

2017

Developmental Science

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Semantically rich learning contexts facilitate semantic, phonological, and articulatory aspects of word learning in children with typical development (TD). However, because children with autism spectrum disorder (ASD) show differences at each of these processing levels, it is unclear whether they will benefit from semantic cues in the same manner as their typical peers. The goal of this study was to track how the inclusion of rich, sparse, or no semantic cues influences semantic, phonological, and articulatory aspects of word learning in children with ASD and TD over time. Twenty-four school-aged children (12 in each group), matched on expressive vocabulary, participated in an extended word learning paradigm. Performance on five measures of learning (referent identification, confrontation naming, defining, phonetic accuracy, and speech motor stability) were tracked across three sessions approximately one week apart to assess the influence of semantic richness on extended learning. Results indicate that children with ASD benefit from semantically rich learning contexts similarly to their peers with TD; however, one key difference between the two groups emerged - the children with ASD showed heightened shifts in speech motor stability. These findings offer insights into common learning mechanisms in children with ASD and TD, as well as pointing to a potentially distinct speech motor learning trajectory in children with ASD, providing a window into the emergence of stereotypic vocalizations in these children.

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Is the Ability to Integrate Parts into Wholes Affected in Autism Spectrum Disorder?

Cited by 15 publications

References 32 publications

How Children with Autism Spectrum Disorder, Developmental Language Disorder, and Typical Language Learn to Produce Global and Local Semantic Features

How Children with Autism Spectrum Disorder, Developmental Language Disorder, and Typical Language Learn to Produce Global and Local Semantic Features

Making Meaningful Worlds: Role-Playing Subcultures and the Autism Spectrum

Semantic richness and word learning in children with autism spectrum disorder

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