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Visual and Verbal Narrative Comprehension in Children and Adolescents with Autism Spectrum Disorders: An ERP Study


Manfredi, Mirella; Cohn, Neil; Sanchez Mello, Pamella; Fernandez, Elizabeth; Boggio, Paulo Sergio (2020). Visual and Verbal Narrative Comprehension in Children and Adolescents with Autism Spectrum Disorders: An ERP Study. Journal of Autism and Developmental Disorders, 50(8):2658-2672.

Abstract

We examined semantic processing in ASD children by presenting sentences with congruent or incongruent final words and visual narratives with congruent or incongruent final panels. An N400 effect to incongruent words appeared as compared to congruent ones, which was attenuated for the ASD children. We observed a negativity sustained to incongruous than congruous words, but only for the TD children. Incongruent panels evoked a greater fronto-central N400 amplitude than congruent panels in both groups. In addition, incongruent panels evoked a centro-parietal late positivity, only in controls. In conclusion, ASD children face processing deficits in both verbal and visual materials when integrating meaning across information, though such impairments may arise in different parts of the interpretive process, depending on the modality.

Abstract

We examined semantic processing in ASD children by presenting sentences with congruent or incongruent final words and visual narratives with congruent or incongruent final panels. An N400 effect to incongruent words appeared as compared to congruent ones, which was attenuated for the ASD children. We observed a negativity sustained to incongruous than congruous words, but only for the TD children. Incongruent panels evoked a greater fronto-central N400 amplitude than congruent panels in both groups. In addition, incongruent panels evoked a centro-parietal late positivity, only in controls. In conclusion, ASD children face processing deficits in both verbal and visual materials when integrating meaning across information, though such impairments may arise in different parts of the interpretive process, depending on the modality.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Psychology
Dewey Decimal Classification:150 Psychology
Scopus Subject Areas:Social Sciences & Humanities > Developmental and Educational Psychology
Language:English
Date:1 August 2020
Deposited On:20 Feb 2020 14:24
Last Modified:29 Jul 2020 14:43
Publisher:Springer
ISSN:0162-3257
OA Status:Closed
Publisher DOI:https://doi.org/10.1007/s10803-020-04374-x
PubMed ID:31974801

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