Mutual exclusivity in autism spectrum disorders: Testing the pragmatic hypothesis
While there is ample evidence that children treat words as mutually exclusive, the cognitive basis of this bias is widely debated. We focus on the distinction between pragmatic and lexical constraints accounts. High-functioning children with autism spectrum disorders (ASD) offer a unique perspective...
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| Veröffentlicht in: | Cognition 2011-04, Vol.119 (1), p.96-113 |
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| container_title | Cognition |
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| creator | de Marchena, Ashley Eigsti, Inge-Marie Worek, Amanda Ono, Kim Emiko Snedeker, Jesse |
| description | While there is ample evidence that children treat words as mutually exclusive, the cognitive basis of this bias is widely debated. We focus on the distinction between pragmatic and lexical constraints accounts. High-functioning children with autism spectrum disorders (ASD) offer a unique perspective on this debate, as they acquire substantial vocabularies despite impoverished social-pragmatic skills. We tested children and adolescents with ASD in a paradigm examining mutual exclusivity for words and facts. Words were interpreted contrastively more often than facts. Word performance was associated with vocabulary size; fact performance was associated with social-communication skills. Thus mutual exclusivity does not appear to be driven by pragmatics, suggesting that it is either a lexical constraint or a reflection of domain-general learning processes. |
| doi_str_mv | 10.1016/j.cognition.2010.12.011 |
| format | Article |
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We focus on the distinction between pragmatic and lexical constraints accounts. High-functioning children with autism spectrum disorders (ASD) offer a unique perspective on this debate, as they acquire substantial vocabularies despite impoverished social-pragmatic skills. We tested children and adolescents with ASD in a paradigm examining mutual exclusivity for words and facts. Words were interpreted contrastively more often than facts. Word performance was associated with vocabulary size; fact performance was associated with social-communication skills. Thus mutual exclusivity does not appear to be driven by pragmatics, suggesting that it is either a lexical constraint or a reflection of domain-general learning processes.</description><identifier>ISSN: 0010-0277</identifier><identifier>EISSN: 1873-7838</identifier><identifier>DOI: 10.1016/j.cognition.2010.12.011</identifier><identifier>PMID: 21238952</identifier><identifier>CODEN: CGTNAU</identifier><language>eng</language><publisher>Amsterdam: Elsevier B.V</publisher><subject>Adolescence ; Adolescent ; Adolescents ; Analysis of Variance ; Asperger’s syndrome ; Autism ; Autism spectrum disorders ; Bias ; Biological and medical sciences ; Child ; Child clinical studies ; Child Development Disorders, Pervasive - psychology ; Children ; Cognitive Processes ; Cognitive psychology ; Communication barriers ; Communication Skills ; Correlation ; Developmental disorders ; Domain generality ; Humans ; Hypothesis ; Hypothesis Testing ; Infantile autism ; Language ; Language Development ; Learning Processes ; Medical sciences ; Memory ; Mutual exclusivity ; Pervasive Developmental Disorders ; Pragmatics ; Psychology. Psychoanalysis. Psychiatry ; Psychopathology. Psychiatry ; Social Behavior ; Surveys and Questionnaires ; Vocabulary ; Vocabulary Development ; Word learning ; Words</subject><ispartof>Cognition, 2011-04, Vol.119 (1), p.96-113</ispartof><rights>2010 Elsevier B.V.</rights><rights>2015 INIST-CNRS</rights><rights>Copyright © 2010 Elsevier B.V. All rights reserved.</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c566t-ba8f1e7a2603fab3fa6c758becb6efca9e6382cceb77e13a59170ef4ce0e5be93</citedby><cites>FETCH-LOGICAL-c566t-ba8f1e7a2603fab3fa6c758becb6efca9e6382cceb77e13a59170ef4ce0e5be93</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktohtml>$$Uhttps://www.sciencedirect.com/science/article/pii/S0010027710003033$$EHTML$$P50$$Gelsevier$$H</linktohtml><link.rule.ids>314,776,780,3537,27901,27902,65534</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ916404$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=23941935$$DView record in Pascal Francis$$Hfree_for_read</backlink><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/21238952$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>de Marchena, Ashley</creatorcontrib><creatorcontrib>Eigsti, Inge-Marie</creatorcontrib><creatorcontrib>Worek, Amanda</creatorcontrib><creatorcontrib>Ono, Kim Emiko</creatorcontrib><creatorcontrib>Snedeker, Jesse</creatorcontrib><title>Mutual exclusivity in autism spectrum disorders: Testing the pragmatic hypothesis</title><title>Cognition</title><addtitle>Cognition</addtitle><description>While there is ample evidence that children treat words as mutually exclusive, the cognitive basis of this bias is widely debated. We focus on the distinction between pragmatic and lexical constraints accounts. High-functioning children with autism spectrum disorders (ASD) offer a unique perspective on this debate, as they acquire substantial vocabularies despite impoverished social-pragmatic skills. We tested children and adolescents with ASD in a paradigm examining mutual exclusivity for words and facts. Words were interpreted contrastively more often than facts. Word performance was associated with vocabulary size; fact performance was associated with social-communication skills. Thus mutual exclusivity does not appear to be driven by pragmatics, suggesting that it is either a lexical constraint or a reflection of domain-general learning processes.</description><subject>Adolescence</subject><subject>Adolescent</subject><subject>Adolescents</subject><subject>Analysis of Variance</subject><subject>Asperger’s syndrome</subject><subject>Autism</subject><subject>Autism spectrum disorders</subject><subject>Bias</subject><subject>Biological and medical sciences</subject><subject>Child</subject><subject>Child clinical studies</subject><subject>Child Development Disorders, Pervasive - psychology</subject><subject>Children</subject><subject>Cognitive Processes</subject><subject>Cognitive psychology</subject><subject>Communication barriers</subject><subject>Communication Skills</subject><subject>Correlation</subject><subject>Developmental disorders</subject><subject>Domain generality</subject><subject>Humans</subject><subject>Hypothesis</subject><subject>Hypothesis Testing</subject><subject>Infantile autism</subject><subject>Language</subject><subject>Language Development</subject><subject>Learning Processes</subject><subject>Medical sciences</subject><subject>Memory</subject><subject>Mutual exclusivity</subject><subject>Pervasive Developmental Disorders</subject><subject>Pragmatics</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychopathology. Psychiatry</subject><subject>Social Behavior</subject><subject>Surveys and Questionnaires</subject><subject>Vocabulary</subject><subject>Vocabulary Development</subject><subject>Word learning</subject><subject>Words</subject><issn>0010-0277</issn><issn>1873-7838</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2011</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><recordid>eNqNkUtvEzEURi0EoqHwDxB4U7Ga4Lc97KqqvFSEkMra8njupI7mhe2pyL_HUUJYhoVl6X7n2tc-CL2lZE0JVe-3az9txpDDNK4Z2VfZmlD6BK2o0bzShpunaEVKUhGm9QV6kdKWECKYNs_RBaOMm1qyFfrxbcmL6zH89v2SwmPIOxxG7JYc0oDTDD7HZcBtSFNsIaYP-B5SDuMG5wfAc3SbweXg8cNunkolhfQSPetcn-DVcb9EPz_e3t98ru6-f_pyc31XealUrhpnOgraMUV455qylNfSNOAbBZ13NShumPfQaA2UO1lTTaATHgjIBmp-id4dzp3j9GspQ9khJA9970aYlmSNFuUvZM3Ok8pwzbWR_0Fqzbko6ywpBddSEFJIfSB9nFKK0Nk5hsHFnaXE7mXarT3JtHuZljJbZJbON8c7lmaA9tT3114Bro6AS971XXSjD-kfx2tBa75_1usDBzH4U3z7taZKEFHi62NcdD0GiDb5AKOHNsTi37ZTODvrH8TKzIE</recordid><startdate>20110401</startdate><enddate>20110401</enddate><creator>de Marchena, Ashley</creator><creator>Eigsti, Inge-Marie</creator><creator>Worek, Amanda</creator><creator>Ono, Kim Emiko</creator><creator>Snedeker, Jesse</creator><general>Elsevier B.V</general><general>Elsevier</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7X8</scope><scope>7QG</scope><scope>7TK</scope><scope>7T9</scope><scope>8BJ</scope><scope>FQK</scope><scope>JBE</scope></search><sort><creationdate>20110401</creationdate><title>Mutual exclusivity in autism spectrum disorders: Testing the pragmatic hypothesis</title><author>de Marchena, Ashley ; Eigsti, Inge-Marie ; Worek, Amanda ; Ono, Kim Emiko ; Snedeker, Jesse</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c566t-ba8f1e7a2603fab3fa6c758becb6efca9e6382cceb77e13a59170ef4ce0e5be93</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2011</creationdate><topic>Adolescence</topic><topic>Adolescent</topic><topic>Adolescents</topic><topic>Analysis of Variance</topic><topic>Asperger’s syndrome</topic><topic>Autism</topic><topic>Autism spectrum disorders</topic><topic>Bias</topic><topic>Biological and medical sciences</topic><topic>Child</topic><topic>Child clinical studies</topic><topic>Child Development Disorders, Pervasive - psychology</topic><topic>Children</topic><topic>Cognitive Processes</topic><topic>Cognitive psychology</topic><topic>Communication barriers</topic><topic>Communication Skills</topic><topic>Correlation</topic><topic>Developmental disorders</topic><topic>Domain generality</topic><topic>Humans</topic><topic>Hypothesis</topic><topic>Hypothesis Testing</topic><topic>Infantile autism</topic><topic>Language</topic><topic>Language Development</topic><topic>Learning Processes</topic><topic>Medical sciences</topic><topic>Memory</topic><topic>Mutual exclusivity</topic><topic>Pervasive Developmental Disorders</topic><topic>Pragmatics</topic><topic>Psychology. 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| subjects | Adolescence Adolescent Adolescents Analysis of Variance Asperger’s syndrome Autism Autism spectrum disorders Bias Biological and medical sciences Child Child clinical studies Child Development Disorders, Pervasive - psychology Children Cognitive Processes Cognitive psychology Communication barriers Communication Skills Correlation Developmental disorders Domain generality Humans Hypothesis Hypothesis Testing Infantile autism Language Language Development Learning Processes Medical sciences Memory Mutual exclusivity Pervasive Developmental Disorders Pragmatics Psychology. Psychoanalysis. Psychiatry Psychopathology. Psychiatry Social Behavior Surveys and Questionnaires Vocabulary Vocabulary Development Word learning Words |
| title | Mutual exclusivity in autism spectrum disorders: Testing the pragmatic hypothesis |
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