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Cues to pronominal reference resolut...

Boston University.

Cues to pronominal reference resolution in children with and without autism spectrum disorders.

レコード種別:	言語・文字資料 (印刷物) : 単行資料
タイトル / 著者:	Cues to pronominal reference resolution in children with and without autism spectrum disorders.
著者:	Edelson, Lisa R.
記述:	137 p.
注記:	Source: Dissertation Abstracts International, Volume: 72-09, Section: B, page: 5599.
含まれています:	Dissertation Abstracts International72-09B.
主題:	Language, Linguistics.
主題:	Psychology, Developmental.
国際標準図書番号 (ISBN) :	9781124751320
[NT 15000229] null:	Third-person pronouns are relatively ambiguous, as they can refer to any individual in the world. To find the coreferent, listeners need to incorporate additional syntactic, semantic, or pragmatic information. Little is known about how these pronominal cues are acquired in children, and whether they are impaired in children with autism spectrum disorders (ASD), a population known for producing pronominal errors in their own speech.
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3463130

Cues to pronominal reference resolution in children with and without autism spectrum disorders.
Edelson, Lisa R.

Cues to pronominal reference resolution in children with and without autism spectrum disorders. - 137 p.

Source: Dissertation Abstracts International, Volume: 72-09, Section: B, page: 5599.

Thesis (Ph.D.)--Boston University, 2011.

Third-person pronouns are relatively ambiguous, as they can refer to any individual in the world. To find the coreferent, listeners need to incorporate additional syntactic, semantic, or pragmatic information. Little is known about how these pronominal cues are acquired in children, and whether they are impaired in children with autism spectrum disorders (ASD), a population known for producing pronominal errors in their own speech.

ISBN: 9781124751320Subjects--Topical Terms:

423211
Language, Linguistics.

Cues to pronominal reference resolution in children with and without autism spectrum disorders.
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035 $a (UMI)AAI3463130
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100 1 $a Edelson, Lisa R. $3 506690
245 1 0 $a Cues to pronominal reference resolution in children with and without autism spectrum disorders.
300 $a 137 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-09, Section: B, page: 5599.
500 $a Adviser: Helen Tager-Flusberg.
502 $a Thesis (Ph.D.)--Boston University, 2011.
520 $a Third-person pronouns are relatively ambiguous, as they can refer to any individual in the world. To find the coreferent, listeners need to incorporate additional syntactic, semantic, or pragmatic information. Little is known about how these pronominal cues are acquired in children, and whether they are impaired in children with autism spectrum disorders (ASD), a population known for producing pronominal errors in their own speech.
520 $a Twenty-three children with ASD and 23 receptive language-matched typically-developing children (ages 5--10) participated in this study. The children completed several computer-based experiments designed to assess pronoun comprehension using lexical gender, social stereotypes, verb semantics, and prosodic cues to indicate pronominal coreference. By testing several cues in the same participants, we explored which cues emerged first in English-speaking children and which were relatively more difficult for children with ASD. Language samples from narrative tasks were analyzed to measure children's production of pronouns and the types of errors produced. Comparisons were made between comprehension and production tasks to investigate the relationship between these skills.
520 $a On the comprehension tasks, the most reliable pronominal cues, lexical gender and social stereotypes, led to the best performance, suggesting they were acquired first. These cues are frequently available to listeners and, when present, consistently produce the correct referent. The next most accurate cues were those that used verb semantics to clarify the referent of a pronoun in a later clause or sentence. The prosodic task produced the lowest accuracy rates, likely reflecting the relative infrequency of contrastive stress in conversation, and the fact that pronouns can be stressed for several reasons, making it a less reliable cue. There were no significant group differences in performance on any comprehension task.
520 $a On the production task, both groups produced approximately the same number of pronouns, but the ASD group made significantly more errors, particularly by using pronouns without clear referents. These ambiguity errors were not related to performance on any of the comprehension tasks, suggesting an impairment that is specific to production, likely due to the pragmatic demands of understanding a listener's knowledge before producing an appropriate pronoun or noun phrase. Implications for intervention are discussed.
590 $a School code: 0017.
650 4 $a Language, Linguistics. $3 423211
650 4 $a Psychology, Developmental. $3 423101
690 $a 0290
690 $a 0620
710 2 $a Boston University. $3 422950
773 0 $t Dissertation Abstracts International $g 72-09B.
790 1 0 $a Tager-Flusberg, Helen, $e advisor
790 $a 0017
791 $a Ph.D.
792 $a 2011
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3463130

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