Pauses in the narratives produced by autistic, mentally retarded, and normal children as an index of cognitive demand.
This study investigated the production of different types of speech pauses and repairs in the story narratives produced by autistic, mentally retarded, and normal children, matched on verbal mental age. Ten children in each group were asked to tell the story depicted in a wordless picture book. The narratives were analyzed for frequency of grammatical (between phrase) and nongrammatical (within phrase) pauses, and for several measures of story length and complexity. The main results were that children with autism produced significantly fewer nongrammatical pauses, and that their nongrammatical pausing was correlated with measures of story length and complexity. These findings suggest that the stories told by the autistic children reflect reduced cognitive and communicative demand. The implications of this study for future research on the use of a variety of prosodic characteristics as measures of social cognitive deficit in autism are discussed.
Thurber
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Department of Psychology, University of Massachusetts, Boston 02125-3393.
Tager-Flusberg
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D001288:Attention; D001321:Autistic Disorder / Q000175:diagnosis* / Q000523:psychology; D002648:Child; D003072:Cognition Disorders / Q000175:diagnosis* / Q000523:psychology; D003142:Communication; D003405:Creativity; D004519:Education, Special; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000175:diagnosis* / Q000523:psychology; D007360:Intelligence; D007805:Language Development Disorders / Q000175:diagnosis* / Q000523:psychology; D008297:Male; D009483:Neuropsychological Tests / Q000706:statistics & numerical data*; D013239:Stereotyped Behavior; D014705:Verbal Behavior