| Title |
The Use of Linguistic Cues in Sentence Comprehension by Mandarin-Speaking Children with High-Functioning Autism
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, November 2016
|
| DOI | 10.1007/s10803-016-2912-4 |
| Pubmed ID | |
| Authors |
Peng Zhou, Stephen Crain, Liqun Gao, Meixiang Jia |
| Abstract |
Two studies were conducted to investigate how high-functioning children with autism use different linguistic cues in sentence comprehension. Two types of linguistic cues were investigated: word order and morphosyntactic cues. The results show that children with autism can use both types of cues in sentence comprehension. However, compared to age-matched typically developing peers, children with autism relied significantly more on word order cues and exhibited significantly more difficulties in interpreting sentences in which there was a conflict between the morphosyntactic cue and the word order cue. We attribute the difficulties exhibited by children with autism to their deficits in executive function. We then discuss the implications of the findings for understanding the nature of the sentence processing mechanism in autism. |
X Demographics
The data shown below were collected from the profiles of 2 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 2 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 2 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 71 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 71 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 14 | 20% |
| Student > Doctoral Student | 9 | 13% |
| Researcher | 9 | 13% |
| Student > Ph. D. Student | 9 | 13% |
| Student > Bachelor | 5 | 7% |
| Other | 8 | 11% |
| Unknown | 17 | 24% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 21 | 30% |
| Social Sciences | 8 | 11% |
| Linguistics | 7 | 10% |
| Medicine and Dentistry | 6 | 8% |
| Arts and Humanities | 5 | 7% |
| Other | 5 | 7% |
| Unknown | 19 | 27% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 10 November 2016.
All research outputs
#18,716,597
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#4,253
of 5,240 outputs
Outputs of similar age
#227,694
of 316,285 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#58
of 66 outputs
Altmetric has tracked 23,867,274 research outputs across all sources so far. This one is in the 18th percentile – i.e., 18% of other outputs scored the same or lower than it.
So far Altmetric has tracked 5,240 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.2. This one is in the 14th percentile – i.e., 14% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 316,285 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 23rd percentile – i.e., 23% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 66 others from the same source and published within six weeks on either side of this one. This one is in the 10th percentile – i.e., 10% of its contemporaries scored the same or lower than it.