Children with ASD use joint attention and linguistic skill in pronoun development

Producing pronouns involves linguistic and social-cognitive knowledge because children must learn words and understand pronouns' changing referents. This study examined pronoun production longitudinally in young children with autism spectrum disorder (ASD; n = 15), whose social-cognition might...

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Bibliographic Details
Published in:Language acquisition 2020, Vol.27 (4), p.410-433
Main Authors: Kelty-Stephen, Emma, Fein, Deborah A., Naigles, Letitia R.
Format: Article
Language:English
Subjects:
Adjustment (to Environment)
Attention Control
Autism
Behavior Rating Scales
Children
Clinical Diagnosis
Cognition
Cognitive Ability
Correlation
Diagnostic Tests
Form Classes (Languages)
Home Visits
Joint attention
Language Acquisition
Language Impairments
Language Skills
Language Usage
Linguistics
Longitudinal Studies
Measures (Individuals)
Motor Development
Observation
Pervasive Developmental Disorders
Predictor Variables
Pronouns
Screening Tests
Social Cognition
Social factors
Vocabulary Development
Young Children
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Summary:Producing pronouns involves linguistic and social-cognitive knowledge because children must learn words and understand pronouns' changing referents. This study examined pronoun production longitudinally in young children with autism spectrum disorder (ASD; n = 15), whose social-cognition might impair pronoun use, and in typically developing (TD; n = 18) children. Modeling the effect of joint attention (JA; a social-cognitive factor) and a name bias (NB; a linguistic factor) revealed a positive relation between NB and second- and third-person pronouns for all children and a positive relation between JA and those pronouns in just the ASD group. Social-cognitive and linguistic processes affected the ability of children with ASD to use pronouns; TD children's pronouns were related to linguistic skill and unaffected by JA.
ISSN:1048-9223
1532-7817
DOI:10.1080/10489223.2020.1769626