Implicit Grammatical Gender Representation in Italian Children with Autism without Intellectual/Language Disorder
Bibliographic Data
| ID | 15713430 |
|---|---|
| Authors | Caterina Artuso (0000-0001-6938-3693, University of Genoa, corresponding author), Carmen Belacchi (0000-0001-5562-8311, University of Urbino) |
| Year | 2023 |
| Volume | 10 |
| Issue | 11 |
| Pages | 1737-1737 |
| Publication date | 2023-10-26 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Children (JOURNAL) |
| Journal identifiers | ISSN: 2227-9067 • E-ISSN: 2227-9067 |
| Publisher | Multidisciplinary Digital Publishing Institute (PUBLISHER • CH) |
| DOI | 10.3390/children10111737 |
| PMID | 38002828 |
| OpenAlex | W4387957291 |
| Language | EN |
| References cited | 36 |
Grammatical language development in individuals with autism (without intellectual/language impairment) is mostly qualitatively comparable to language development in typically developing children of the same age. The majority of tasks used to study grammatical development require explicit performance (use of verbal language). Here, we administered an implicit categorization task (by biological sex) to understand which markers children use to implicitly infer grammatical gender representation in Italian (a gendered language where grammatical gender can be inferred via a determiner and/or word ending). Participants were asked to categorize photos of animals, relying on the names that differed in regard to the grammatical markers involved (i.e., lexical semantic, phonological, syntactic or phonological + syntactic). Children with autism displayed the same patterns observed in typically developing children: the lexical-semantic marker was categorized more accurately, followed in decreasing order by the phonological-syntactic marker and the phonological marker. The syntactic marker was the most difficult to categorize for both groups. In addition, children with autism showed an advantage in grammatical gender representation when using formal/grammatical markers than when using lexical/semantic markers. Such an implicit assessment allows for the investigation of more nuanced linguistic representations other than those expressed by traditional assessments
Autism · Categorization · Developmental psychology · Grammatical category · Grammatical Gender · Lexical Diversity · Linguistics · Natural language processing · Noun · Representation (politics · Vocabulary · Autism Spectrum Disorder Research · Computer Science · Language Development and Disorders · Psychology · Williams Syndrome Research
Diagnostic and Statistical Manual of Mental Disorders
An investigation of language impairment in autism
When language affects cognition and when it does not
The extreme male brain theory of autism
The Weak Coherence Account
Prevalence and functional impact of social (pragmatic) communication disorders
Infants aged 12 months use the gender feature in determiners to anticipate upcoming words
Language and Speech in Autism
Implicit Representation of Grammatical Gender in Italian Children with Developmental Language Disorder
Gender labeling and the adoption of sex-typed behaviors
Kindergarteners Use Cross-Situational Statistics to Infer the Meaning of Grammatical Elements
On the Acquisition of the Arabic Grammatical Gender by Arabic-Speaking Children with ASD
Implicit Knowledge of Grammatical Gender in Preschool Children
How a Language Gender System Creeps into Perception
| Highly cited | No |
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