Analyzing the Comprehension of Active and Passive Structures in Persian Autistic Children

Ahadi, Hourieh

Analyzing the Comprehension of Active and Passive Structures in Persian Autistic Children

Document Type : .

Author

Hourieh Ahadi

Abstract

Research In autism has not focused on linguistics, specially grammatical impairment in depth. However representing language profile is essential to recognition and treatment of autisitc children. Due to wide heterogeneity in autism, extensive investigations are required across different language groups. Passive structure is one of the most interesting structures among the developmental researchers. This paper aims to evaluate the comprehension of active and passive structures in Persian autistic children. For this purpose, comprehension of passive and active sentences in 10 autistic children of 6-10 years old was studied and compared to that of children -at similar age- with typical development. First children were presented with four pictures for each of the 13 sentences chosen for this study. Then, active and passive sentences were expressed conversationally and children were asked to choose a picture matching the sentence they heard and their answers were recorded. The Results showed that there was a significant difference between autistic and non-autistic children in comprehension of passive and reversal active sentences (P<0.05), but there was no significant difference in comprehension of non-reversible active sentences (P>0.05). There was no significant difference between the two groups in comprehension of structures active sentences (P>0.05) but there was a significant difference in comprehension of passive sentence (P<0.05). Since autistic children have significant problem in comprehension of passive sentences, the comprehension of passive sentences must be noticed in the recognition and treatment of these children.

Keywords

Full Text

فایل پی دی اف را دریافت نمایید

References

احمدی، سیدجعفر، طیبه صفری، منصوره همتیان و زهرا خلیلی (1390). «بررسی شاخص‌های روان‌سنجیِ آزمون تشخیصیِ اوتیسم (GARS)». پژوهش‌های علوم شناختی و رفتاری. س1. ش1.: 58-43

حسن‌زاده، سعید و اصغر مینایی (1380). «انطباق و هنجاریابیِ آزمون رشد زبان برای کودکان فارسی‌زبان تهرانی». پژوهش درحیطۀ کودکان استثنایی. س1. ش1: 51-35.

کاسه‌چی، مسعود (1393). بررسی اعتبار و رواییِ نسخۀ فارسیِ آزمون غربالگریِ اوتیسم. پایان‌نامۀ کارشناسی ارشد، دانشگاه علوم پزشکی شهید بهشتی.

محمدی، ریحانه (1393). ساخت و استانداردسازیِ آزمونِ درکِ نحو در کودکان 4 تا 6 سالة فارسی‌زبان. رسالۀ دکتری، دانشگاه علوم بهزیستی و توانبخشی.

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.

Bever, T. )1970(. The cognitive basis for linguistic structures. In Cognition and the Development of Language (ed.) Hayes, J. R., New York: Wiley, p. 279-362

Borer H & K. Wexler (1987). “The maturation of syntax”. In E.Williams TR (ed.). Parameter-setting and language acquisition. Dordrecht: Reidel, 123-72.

Chomsky, N. (2001). “Derivation By Phase”. In M. Kenstowicz (ed.) Ken Hale: A Life In Language. Cambridge, MA: MIT Press, 1-52.

Demuth K. (1989). “Maturation and the acquisition of the Sesotho passive”. In Language. 65, 56–80.

Demuth K. (1990). “Subject, topic and Sesotho passive”. Journal of child language.17, 67-84.

Driva, E. & A. Terzi (2007). “Children’s Passives and the theory of grammar”. In A. Gavarro And M. J. Freitas (eds.), Language Acquisition And Development Proceedings Of GALA. Cambridge Scholar Publishers, 188‐198.

Durrleman, S. & S. Zufferey (2009). “The Nature of Syntactic Impairment in Autism”. Rivista di Grammatica Generativa. 34, 57-86.

Eigsti, I. M., L. Bennetto, & M. B. Dadlani (2007). “Beyond pragmatics: Morphosyntactic development in autism”. Journal of Autism and Developmental Disorders. 37, 1007–1023.

Eigsti, I. M. & L. Bennetto (2009). “Grammaticality judgments in autism: Deviance or delay”. Journal of Child Language, 36(5), 999-1021.

Fox, D. & Y. Grodzinsky (1998). “Children’s passive: A View from the by‐phrase”. Linguistic Inquiry. 29, 311‐332.

Horgan D. (1978). “The development of the full passive”. Journal of child language. 5, 65-80.

Hirsch, C., & K. Wexler (2007). “The Late development of raising: What Children seem to think about seem”. In New Horizons In the Analysis Of Control And Raising. Netherlands: Springer. 35‐70.

Karimi, S. (2005). A Minimalist Approach to Scrambling. Berlin: Mouton de Gruyter.

Kover, S. T., E. Haebig, A. Oakes, A. McDuffie, R. J. Hagerman, & L. Abbedutob (2014). “Sentence Comprehension in Boys With Autism Spectrum Disorder”. In American Journal of Speech-Language Pathology. 23, 385–394.

McConnell, S. A. (2010). Sentence complexity in children with autism and specific language impairment. Master's thesis. University of Iowa.

http://ir.uiowa.edu/etd/548.

Maratsos M. P. & R. Abramovitch (1975). “How children understand full, truncated, and anomalous passives”. In J Verb Learn Verb Beh. 14, 145-57.

Naigles, L., E. Kelty, R. Jaffery, & D. Fein (2011). “Abstractness and continuity in the syntactic development of young children with autism”. Autism Research, 4, 422–437.

O'Grady W. (2005). How Children Learn Language (Cambridge Approaches to Linguistics). Cambridge: Cambridge University Press.

Oakes, A., S. T. Kover & L. Abbeduto (2013). “Language comprehension profiles of young adolescents with fragile X syndrome”. American Journal of Speech-Language Pathology. 22, 615–626.

Paul, R., M. L. Fischer, & D. J. Cohen (1988). “Sentence comprehension strategies in children with autism and specific language disorders”. Journal of Autism and Developmental Disorders. 18, 669–679.

Prior, M. R., & L. C. Hall (1979). “Comprehension of transitive and intransitive phrases by autistic, retarded, and normal children”. In Journal of Communication Disorders. 12, 103–111.

Perovic, A., N. Modyanova, & K. Wexler (2007). “Knowledge Of c‐command and A-Movement in children and adolescents with autism and Asperger syndrome”. In A. Gavarro And M. J. Freitas (eds.), Language Acquisition And Development Proceedings Of GALA. Cambridge: Cambridge Scholars Press.

Roberts, J. A., M. L. Rice, & H. Tager-Flusberg (2004). “Tense marking in children with autism”. Applied Psycholinguistics. 25, 429–448.

Swensen, L. D., E. Kelley, D. Fein & L. R. Naigles (2007). “Processes of language acquisition in children with autism: Evidence from preferential looking”. In Child Development. 78, 542–557.

Schroeder, K. (2013). What was done to whom?. MA Thesis Cognitive Science and Language, Universitat Autonoma de Barcelona.

Thal DJ & M. Flores (2001). “Development of sentence interpretation strategies by typically developing and late-talking toddlers”. Journal of child language. 28, 173-93.

Terzi, A., T. Marinis, F. Konstantinos, & A. Kotsopoulou (2014). “Grammatical Abilities of Greek‐speaking Children with Autism”. In Language Acquisition. 21: 4-44.

Yueh-Hsien Lin & Hsu-Min Chiang (2014). “Language comprehension of children with Asperger’s disorder and children with autistic disorder”. In Research in Autism Spectrum Disorders. 8, 767–774.