Quantifying Repetitive Speech in Autism Spectrum Disorders and Language Impairment

Santen, Jan P. H. van; Sproat, Richard; Hill, Alison Presmanes

doi:10.1002/aur.1301

Cited by 69 publications

(72 citation statements)

References 40 publications

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“…Echolalia is commonly seen in people with autism and is also associated with several other disorders (Fay, 1969; VOLUME 9, 2014 Schuler, 1979;van Santen, Sproat, & Hill, 2013). It can involve either immediate or delayed reproduction of relatively complex sequences of speech sounds (Prizant & Rydell, 1984) or non-vocal sounds (Fay & Coleman, 1977;Filatova, Burdin, & Hoyt, 2010), and is often viewed as a contributing factor to dysfunctional language learning (Eigsti, de Marchena, Schuh, & Kelley, 2011).…”

Section: Automatic Imitation Suggests Vocal Imitation Frequently Goesmentioning

confidence: 99%

Imitating Sounds: A Cognitive Approach to Understanding Vocal Imitation

Mercado¹,

Mantell²,

Pfordresher³

2014

CCBR

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Vocal imitation is often described as a specialized form of learning that facilitates social communication and that involves less cognitively sophisticated mechanisms than more "perceptually opaque" types of imitation. Here, we present an alternative perspective. Considering current evidence from adult mammals, we note that vocal imitation often does not lead to learning and can involve a wide range of cognitive processes. We further suggest that sound imitation capacities may have evolved in certain mammals, such as cetaceans and humans, to enhance both the perception of ongoing actions and the prediction of future events, rather than to facilitate mate attraction or the formation of social bonds. The ability of adults to voluntarily imitate sounds is better described as a cognitive skill than as a communicative learning mechanism. Sound imitation abilities are gradually acquired through practice and require the coordination of multiple perceptual-motor and cognitive mechanisms for representing and generating sounds. Understanding these mechanisms is critical to explaining why relatively few mammals are capable of flexibly imitating sounds, and why individuals vary in their ability to imitate sounds. Keywords: mimicry; copying; social learning; singing; emulation; imitatible; convergence; imitativenessIn his seminal text, Habitat and Instinct, Lloyd Morgan (1896, p. 166) describes two general kinds of imitation: instinctive imitation and intelligent or voluntary imitation. The examples he provides of intelligent imitation mostly involve reproducing sounds-a child copies words used by his companions, a mockingbird imitates the songs of 32 other bird species, a jay imitates the neighing of a horse, and so on. In fact, most of the examples of "imitation proper" that Morgan provides consist of birds reproducing the sounds of other species. Similarly, Romanes (1884) focuses almost exclusively on reports of birds imitating songs, music, and speech in his discussion of imitation. These classic portrayals of vocal reproductions as providing the best and clearest examples of imitation stand in stark contrast to current psychological discussions of imitation, which often classify examples such as those given by Romanes and Morgan as non-imitative performances that merely resemble actual imitation (Byrne, 2002;Heyes, 1996). When did phenomena that were once considered archetypal examples of voluntary imitation transform into a footnote of modern cognitive theories? Was some discovery made that fundamentally changed our scientific understanding of the processes underlying vocal imitation? Have psychologists or biologists succeeded in explaining what vocal imitation is and how it works to the point where little can be gained from further study? Or, have theoretical assumptions led scientists to underestimate the cognitive mechanisms required for an individual to be able to flexibly imitate sounds?In the present article, we attempt to identify what exactly vocal imitation entails, and to assess whether current explanatory fr...

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Section: Automatic Imitation Suggests Vocal Imitation Frequently Goesmentioning

confidence: 99%

Imitating Sounds: A Cognitive Approach to Understanding Vocal Imitation

Mercado¹,

Mantell²,

Pfordresher³

2014

CCBR

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“…In this regard, a study has developed an automated technique for quantifying the repetition by comparing the transcripts and frequency of behavior among children with ASD, typical development and language disorders. The findings showed that children with ASD repeat the language of the other more than other studied populations 14 .…”

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confidence: 75%

Tipo de ecolalia em crianças com Transtorno do Espectro Autista

Mergl

Azoni

2015

Rev. CEFAC

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RESUMO: O Transtorno do Espectro Autista (TEA) é uma síndrome caracterizada por prejuízos persistentes na comunicação social recíproca, com interação social restrita e padrões repetitivos de comportamentos, interesses e atividades. Os comportamentos repetitivos na linguagem podem manifestar-se pelo aparecimento da ecolalia, fenômeno persistente caracterizado como um distúrbio de linguagem, com repetição da fala do outro, dividida em imediata ou tardia. Teve como objetivo a verificação do tipo de ecolalia e das habilidades comunicativas em sete meninos com TEA, com idades entre quatro e sete anos, que fazem uso da comunicação oral. Foram realizadas duas atividades distintas: avaliação das crianças em uma sessão de atendimento fonoaudiológico em situação lúdica, analisada pelo Protocolo de Observação Comportamental e aplicação de um questionário com os pais e profissionais para verificar suas opiniões quanto ao uso, tipo e frequência de ecolalia. Das sete crianças do estudo, seis apresentaram ecolalia imediata e uma tardia; a criança que utilizou ecolalia tardia apresentou menor pontuação no protocolo de observação comportamental, porém para os demais sujeitos não houve relação direta entre o tipo e número de ecolalia com a pontuação. O questionário aplicado com pais e profissionais mostrou concordância quanto à presença da ecolalia. As crianças com TEA deste estudo apresentaram habilidades comunicativas e aspectos do desenvolvimento cognitivo comprometidos e maior número de ecolalias imediatas. Estudos com o tema ecolalia ainda são escassos na literatura nacional. Este relato de casos clínicos pode contribuir para futuras pesquisas sobre a caracterização da linguagem em crianças com TEA e conduta terapêutica dos fonoaudiólogos.

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“…Despite the widespread belief that autistic children are more self-oriented than typically developing children, autistic children are no more likely than either typically developing children or non-autistic children with language delay to echo their own utterances (van Santen et al 2013). For example, the following utterance, which exemplifies a child echoing themselves within the same utterance, is just as likely to be produced by a typically developing child or a non-autistic child with language delay as it is to be produced by an autistic child (van Santen et al 2013).…”

Section: Echolalia In Autistic Speechmentioning

confidence: 99%

Language and Speech in Autism

Gernsbacher

Morson

Grace

2016

Annu. Rev. Linguist.

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Autism is a developmental disability characterized by atypical social interaction, interests or body movements, and communication. Our review examines the empirical status of three communication phenomena believed to be unique to autism: pronoun reversal (using the pronoun you when the pronoun I is intended, and vice versa), echolalia (repeating what someone has said), and a reduced or even reversed production-comprehension lag (a reduction or reversal of the wellestablished finding that speakers produce less sophisticated language than they can comprehend). Each of these three phenomena has been claimed to be unique to autism; therefore, each has been proposed to be diagnostic of autism, and each has been interpreted in autism-centric ways (psychoanalytic interpretations of pronoun reversal, behaviorist interpretations of echolalia, and clinical lore about the production-comprehension lag). However, as our review demonstrates, none of these three phenomena is in fact unique to autism; none can or should serve as diagnostic of autism, and all call into question unwarranted assumptions about autistic persons and their language development and use.

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Quantifying Repetitive Speech in Autism Spectrum Disorders and Language Impairment

Cited by 69 publications

References 40 publications

Imitating Sounds: A Cognitive Approach to Understanding Vocal Imitation

Imitating Sounds: A Cognitive Approach to Understanding Vocal Imitation

Tipo de ecolalia em crianças com Transtorno do Espectro Autista

Language and Speech in Autism

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