Voice Processing Abilities in Children with Autism, Children with Specific Language Impairments, and Young Typically Developing Children

Boucher, Jill; Lewis, Vicky; Collis, Glyn M.

doi:10.1017/s0021963099006149

Cited by 38 publications

(66 citation statements)

References 15 publications

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“…At first glance, the superior performance observed in the familiarity test in the ASD group is surprising because it contrasts with the findings of previous studies with similar design [16, 17]. However, it is not so surprising if we consider the difference in the speech materials used in these studies is considered.…”

Section: Discussioncontrasting

confidence: 70%

“…Based on the imaging studies [13, 14] that reveal different brain activation patterns when individuals with ASD and NT individuals hear human vocal sounds, it is supposed that some aspects of voice perception are affected in individuals with ASD. Nevertheless, previous studies investigating emotion recognition in the voice had mixed findings [17–19], as did previous studies investigating vocal identity recognition [16, 17]. The results of our second experiment show that individuals with ASD were able to extract relevant features from acoustic signals to form categories that are invariant to the modulation of acoustic signals as well as NT individuals.…”

Section: Discussionsupporting

confidence: 50%

“…Nevertheless, individuals with ASD are found to perform similarly to NT individuals in discriminating gender in voice [15]. Research into vocal identity recognition has brought mixed results [16, 17], and research investigating emotion recognition in voices has also produced mixed findings [17–19]. …”

Section: Introductionmentioning

confidence: 99%

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Vocal Identity Recognition in Autism Spectrum Disorder

Lin¹,

Yamada

Komine

et al. 2015

PLoS ONE

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Voices can convey information about a speaker. When forming an abstract representation of a speaker, it is important to extract relevant features from acoustic signals that are invariant to the modulation of these signals. This study investigated the way in which individuals with autism spectrum disorder (ASD) recognize and memorize vocal identity. The ASD group and control group performed similarly in a task when asked to choose the name of the newly-learned speaker based on his or her voice, and the ASD group outperformed the control group in a subsequent familiarity test when asked to discriminate the previously trained voices and untrained voices. These findings suggest that individuals with ASD recognized and memorized voices as well as the neurotypical individuals did, but they categorized voices in a different way: individuals with ASD categorized voices quantitatively based on the exact acoustic features, while neurotypical individuals categorized voices qualitatively based on the acoustic patterns correlated to the speakers' physical and mental properties.

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Section: Discussioncontrasting

confidence: 70%

Section: Discussionsupporting

confidence: 50%

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Vocal Identity Recognition in Autism Spectrum Disorder

Lin¹,

Yamada

Komine

et al. 2015

PLoS ONE

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“…Their results showed that participants with HFA and AS were impaired in this task compared to typically developing (TD) adults. Golan et al [29] used revised tasks from Rutherford et al [28] to improve task sensitivity and validity and found that adults with HFA and AS performed more poorly than did controls in the prosodic perception of complex emotions such as defiance, frustration, arrogance and worry, to mention a few, as opposed to the more ‘basic' emotions (happiness, sadness, fear, anger, surprise and disgust) that have been typically investigated [29,30]. In this group of participants with ASD, verbal IQ was positively correlated with performance in the AS/HFA group [29].…”

Section: Introductionmentioning

confidence: 99%

“…Although much of the published literature suggests difficulties in processing and understanding affective prosody [19,28,29,30,31,32,33,34,35], there are other studies that found ASD to perform as TD peers [10,26]. The discrepancies in the data may be related to the task (e.g.…”

Section: Introductionmentioning

confidence: 99%

Judging Emotions in Lexical-Prosodic Congruent and Incongruent Speech Stimuli by Adolescents in the Autism Spectrum

Segal¹,

Kaplan²,

Patael³

et al. 2014

Folia Phoniatr Logop

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Objective: The purpose of the present study was to assess how adolescents with autism who vary in the severity of autistic characteristics judge the emotional state of the speaker when lexical and prosodic information is congruent or incongruent. Participants: Eighty participants, 24 autistic and 56 typically developing (TD) subjects participated: (a) 11 autistic adolescents between 9.5 and 16.83 years old, studying at general education settings (AA1), (b) 13 autistic adolescents between 15.91 and 20.33 years old, studying at a special school (AA2), and (c) 56 TD subjects between 6 and 29 years old. Listeners were required to judge the emotional meaning of words (sad/happy) in congruent conditions and incongruent conditions. Results: (a) All participants judged lexical and prosodic meaning separately with high accuracy, (b) all participants showed prolonged reaction times in the incongruent compared to the congruent condition, (c) AA1 relied on prosodic information in the incongruent condition similarly to TD 9-15 year olds and TD adults, (d) AA2 and TD 6-8 year olds did not rely on prosodic information in the incongruent condition, and (e) both education placements, the severity of autistic characteristics and nonverbal IQ contributed to prosodic judgment in the incongruent condition in autistic adolescents. Conclusions: The two groups of autistic adolescents processed both lexical and prosodic information in the incongruent condition. However, the severity of autistic characteristics influenced the preference for prosody.

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The McGurk Effect in Children With Autism and Asperger Syndrome

2013

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Children with autism may have difficulties in audiovisual speech perception, which has been linked to speech perception and language development. However, little has been done to examine children with Asperger syndrome as a group on tasks assessing audiovisual speech perception, despite this group's often greater language skills. Samples of children with autism, Asperger syndrome, and Down syndrome, as well as a typically developing sample, were presented with an auditory‐only condition, a speech‐reading condition, and an audiovisual condition designed to elicit the McGurk effect. Children with autism demonstrated unimodal performance at the same level as the other groups, yet showed a lower rate of the McGurk effect compared with the Asperger, Down and typical samples. These results suggest that children with autism may have unique intermodal speech perception difficulties linked to their representations of speech sounds. Autism Res 2014, 7: 50–59. © 2013 International Society for Autism Research, Wiley Periodicals, Inc.

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Voice Processing Abilities in Children with Autism, Children with Specific Language Impairments, and Young Typically Developing Children

Cited by 38 publications

References 15 publications

Vocal Identity Recognition in Autism Spectrum Disorder

Vocal Identity Recognition in Autism Spectrum Disorder

Judging Emotions in Lexical-Prosodic Congruent and Incongruent Speech Stimuli by Adolescents in the Autism Spectrum

The McGurk Effect in Children With Autism and Asperger Syndrome

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