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Comprehension of prosodically and syntactically marked focus in Cantonese-speaking children with and without Autism Spectrum Disorder

Ge, H., Liu, F. ORCID: https://orcid.org/0000-0002-7776-0222, Yuen, H. K., Chen, A. and Yip, V. (2022) Comprehension of prosodically and syntactically marked focus in Cantonese-speaking children with and without Autism Spectrum Disorder. Journal of Autism and Developmental Disorders. ISSN 0162-3257 (In Press)

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Abstract/Summary

This study investigated the comprehension of prosodically and syntactically marked focus by 5- to 8-year-old Cantonese-speaking children with and without Autism Spectrum Disorder (ASD). Children listened to question-answer dialogues while looking at pictures depicting the scenarios, and judged whether the answers were correct responses to the questions. The results showed that children with ASD exhibited typically developing (TD)-like performance in the use of syntactic cues to understand focus, although they were significantly slower than their TD peers. However, children with ASD had more difficulties than their TD peers in utilizing prosodic cues in focus comprehension. These findings suggest that the comprehension difficulties found in children with ASD are domain-selective, and children with ASD are sensitive to language-specific focus marking strategies.

Item Type:Article
Refereed:Yes
Divisions:Interdisciplinary centres and themes > ASD (Autism Spectrum Disorders) Research Network
Life Sciences > School of Psychology and Clinical Language Sciences > Department of Psychology
Life Sciences > School of Psychology and Clinical Language Sciences > Development
Life Sciences > School of Psychology and Clinical Language Sciences > Language and Cognition
ID Code:107454
Publisher:Springer

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