On the Acquisition of the Arabic Grammatical Gender by Arabic-Speaking Children with ASD

Altakhaineh, Abdel Rahman Mitib; Zibin, Aseel; Alkhatib, Razan N.

doi:10.1007/s10936-020-09732-5

Cited by 7 publications

(6 citation statements)

References 25 publications

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“…Additionally, it is suggested that possessive pronouns can be used more flexibly than possessive adjectives. As Altakhaineh et al (2020b) stated, autistic children may have difficulty with understanding and using grammatical rules, so using a possessive pronoun can simplify the language structure. For example, in Jordanian Arabic, a possessive adjective can have different forms depending on the gender and number of the noun.…”

Section: Resultsmentioning

confidence: 99%

The Use of Jordanian Arabic Possessive Pronouns by Children with Autism Spectrum Disorder

Alkhatib,

Altakhaineh

2023

Psycholing.

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Aim. This study aimed to investigate the use of different Jordanian Arabic possessive pronouns by children with autism spectrum disorder (ASD) and explore the influence of their IQ on the usage of possessive pronouns and possessive adjectives. Methods. The study employed a paired-choice preference assessment method adapted from Fisher et al. (1992). The sample consisted of 16 autistic children aged 11–15, divided into two groups based on their IQ: low (70–74) and high (76–80). The participants were presented with two stimuli and observed as they made choices and interacted with the selected stimulus. Preference percentages were calculated to determine their choices. The data analytics included descriptive statistics and t-tests to assess differences between groups. Results. The findings revealed that children with autism struggled to use and produce all possessive pronouns effectively in both forms. Additionally, the results indicated a preference for possessive pronouns over possessive adjectives among the autistic participants. Conclusions. Notably, the study highlights that the children’s IQ played a significant role in their usage and production of possessive pronouns. Based on these findings, it is recommended that interventions and educational programs for children with autism incorporate targeted teaching strategies for the proper use of possessive pronouns. These strategies should be tailored to the individual language and cognitive abilities of the child, considering their IQ level as an influencing factor.

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Section: Resultsmentioning

confidence: 99%

The Use of Jordanian Arabic Possessive Pronouns by Children with Autism Spectrum Disorder

Alkhatib,

Altakhaineh

2023

Psycholing.

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“…Pictures were used to collect data since their use is reportedly an effective tool in testing children diagnosed with ASD (see, Charlop-Christy et al, 2002;Ganz & Simpson, 2004;Altakhaineh & Alkhatib, 2019). One of the researchers used illustrative examples to explain to the children how the target activity would be performed, using a different word order in each case, i.e., SV and VS (see, Altakhaineh et al, 2020aAltakhaineh et al, , 2020b). Next, each child was shown the ten pictures one by one and asked to talk about them in terms of the activities they could see being performed; their responses were recorded for analysis.…”

Section: Methodsmentioning

confidence: 99%

“…The ability of autistic children to acquire language phenomena in various languages has been investigated, for example for metaphor (Rundblad & Annaz, 2010), questions (Hurtig, Ensrud & Tomblin, 1982), word order (Swensen et al, 2007), and various morphological and syntactic structures (Park et al, 2012), inter alia. However, studies focusing on the acquisition of linguistic structures such as word order by ASD Arabic-speaking children are scarce (see, for example, Altakhaineh & Alkhatib, 2019;Altakhaineh et al, 2020a;Altakhaineh et al, 2020b).…”

Section: Introductionmentioning

confidence: 99%

The Acquisition of Basic Word Order by Children with Autism Spectrum Syndrome

2022

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Purpose. This paper reports on an investigation of Arabic word order acquisition by twelve Jordanian children with autism spectrum disorder (ASD), and the reasons for this order of acquisition. This study researched the following questions: (1). Which word order do Jordanian Arabic speaking children with ASD prefer? (2). Why do children with ASD prefer this word order? Methods and Procedure. The study sample consisted of 12 autistic children (mean age of nine, two females, ten males) attending Tawasul Center for Autism, Amman, Jordan. Such a ratio is logical since there are more male than female autistic children, as concluded in multiple studies. In the present study, the participants’ native language is JA, which facilitated communication between the children and researchers since the latter are also JA native speakers. The sample’s ASD severity level was moderate with a nonverbal IQ of around 45. These 12 children were selected because their L1 proficiency was approximately the same and their mental age was around 6, based on an annual test conducted by the center. In addition, none of these children had any specific language impairments, suggesting that the sample was homogenous and heterogeneous regarding language skills. Concerning ethical approval, consent was obtained from the center and the children’s parents to conduct the tests on the children in the center. Participants from the Tawasul Center for Autism in Amman, Jordan, were asked to describe what they saw in ten different pictures and their responses were recorded. These responses can be divided into two types: SV word order and VS word order. Results. The results indicate that SV word order structures were used more often than VS structures. The results of the t-test revealed a statistically significant difference between the two in favor of subject-verb-object (SVO) order. We argue that the SVO word order is used more frequently by children with ASD due to the noun bias principle. Conclusions. Based on the analysis, SVO sentences were used more than VSO sentences for many reasons; namely, the basic word order of the linguistic input in the surrounding community, the noun bias principle, and the type of message being conveyed, i.e., entity-oriented messages. After administering a t-test, statistically significant differences were found between the results of the two word orders in favor of SVO word order.

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“…Another work investigated the representation of grammatical gender in children with autism. The acquisition of grammatical gender in Arabic was studied [31], using an explicit task where children were requested to conclude brief sentences composed of a noun and an adjective agreeing with the former in regard to its gender (i.e., a target agreement task). Children could complete the task via the help of illustrative pictures.…”

Section: Grammatical Gender Representation In Italianmentioning

confidence: 99%

Implicit Grammatical Gender Representation in Italian Children with Autism without Intellectual/Language Disorder

Artuso,

Belacchi

2023

Children

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Grammatical language development in individuals with autism (without intellectual/language impairment) is mostly qualitatively comparable to language development in typically developing children of the same age. The majority of tasks used to study grammatical development require explicit performance (use of verbal language). Here, we administered an implicit categorization task (by biological sex) to understand which markers children use to implicitly infer grammatical gender representation in Italian (a gendered language where grammatical gender can be inferred via a determiner and/or word ending). Participants were asked to categorize photos of animals, relying on the names that differed in regard to the grammatical markers involved (i.e., lexical semantic, phonological, syntactic or phonological + syntactic). Children with autism displayed the same patterns observed in typically developing children: the lexical–semantic marker was categorized more accurately, followed in decreasing order by the phonological–syntactic marker and the phonological marker. The syntactic marker was the most difficult to categorize for both groups. In addition, children with autism showed an advantage in grammatical gender representation when using formal/grammatical markers than when using lexical/semantic markers. Such an implicit assessment allows for the investigation of more nuanced linguistic representations other than those expressed by traditional assessments.

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On the Acquisition of the Arabic Grammatical Gender by Arabic-Speaking Children with ASD

Cited by 7 publications

References 25 publications

The Use of Jordanian Arabic Possessive Pronouns by Children with Autism Spectrum Disorder

The Use of Jordanian Arabic Possessive Pronouns by Children with Autism Spectrum Disorder

The Acquisition of Basic Word Order by Children with Autism Spectrum Syndrome

Implicit Grammatical Gender Representation in Italian Children with Autism without Intellectual/Language Disorder

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