More and Less Social Comprehension: Child and Text Factors for Autistic Children

社会理解力的增加和减少：自闭症儿童的儿童和文本因素

• 批准号: 10577088
• 负责人: Meghan Matthews Davidson
• 金额: $ 18.57万
• 依托单位: UNIVERSITY OF KANSAS LAWRENCE
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-16 至 2025-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10577088
• 关键词: 12 year old; Child; Child Language; Child Welfare; Clinical; Comprehension; Fibrinogen; Goals; Health; Heterogeneity; Individual Differences; Instruction; Intervention; Knowledge; Linguistics; Measures; Methodology; Mind; Modeling; Outcome; Pilot Projects; Population; Predictive text; Principal Investigator; Reporting; Sampling; School-Age Population; Social Impacts; Text; Vocabulary; Work; autistic; autistic children; communication theory; comprehension deficit; fictional works; individuals with autism spectrum disorder; listening comprehension; mental representation; novel; novel strategies; precision medicine; psychosocial; psychosocial wellbeing; reading comprehension; social; social communication; social communication impairment; social factors; success; syntax; theories; tool

PROJECT SUMMARY/ ABSTRACT Listening comprehension is an important predictor of later reading comprehension, academic success, health, psychosocial, and vocational outcomes; yet roughly 65% of autistic school-age children have poor comprehension. Non-autistic comprehension of more social (e.g., narrative) texts is better than less social (e.g., expository texts) because non-autistics can bootstrap their real-world social understanding to better understand the text. In contrast, autistic comprehension of less social texts has been shown in a small pilot study to be better than more social texts, which is likely due to their social communication impairments. The Construction-Integration Theory of Comprehension stipulates that a situation model (i.e., a mental representation) is constructed through interactions between child factors (i.e., individual differences in a child’s abilities) and text factors (i.e., individual differences across texts). Both linguistic child factors (e.g., vocabulary and morphosyntax) and social child factors (e.g., social communication and theory of mind) predict reading comprehension in autistic children. However, these factors have not been examined for listening comprehension in autistic children and have only been examined for more social texts. Text factors (e.g., word concreteness and narrativity) impact comprehension in non-autistic individuals but have all but been ignored for autistic individuals. The overall objective of this project is to investigate how child factors (linguistic and social) and text factors (linguistic and social) impact comprehension in autistic children (9- to 12-years). We will (1) Examine how listening comprehension of more and less social texts differs for autistic children; (2) Identify child predictors (linguistic and social) of listening comprehension for more and less social texts; and (3) Identify text predictors (linguistic and social) of listening comprehension for more and less social texts. The central hypothesis is that both child and text factors impact comprehension and that social and linguistic child and text factors differentially contribute, depending on the content of the text. That is, the linguistic factors will predict comprehension across text type whereas the social factors will specifically predict comprehension of more social texts. The proposed project lays the methodological and empirical groundwork for using a precision medicine approach to identify and manipulate child and text factors for novel, effective comprehension interventions for autistic individuals.

项目摘要/摘要 听力理解是后来阅读理解，学术成功， 健康，社会心理和选民成果；然而，大约有65％的激进学龄儿童贫穷 理解。对更多社交（例如叙事）文本的非自主理解总比不再是社会（例如， 说明性文本），因为非自助术可以引导其现实世界的社会理解以更好 了解文字。相比之下，对小型飞行员已经显示了对较少社交文本的令人印象深刻的理解 研究比更多的社交文本更好，这可能是由于他们的社会交流障碍。这 理解的建筑融合理论规定了情况模型（即心理 表示）是通过儿童因素之间的相互作用（即，一个人的个体差异 儿童的能力）和文本因素（即文本之间的个体差异）。两种语言儿童因素（例如， 词汇和形态句法）和社会儿童因素（例如，社会交流和心理理论）预测 在加速儿童中阅读理解。但是，尚未检查这些因素以聆听 加速儿童的理解，仅检查了更多社交文本。文本因素（例如，单词 具体性和叙事性）影响非自主个人的理解力，但几乎被忽略了 适用于加速的个体。该项目的总体目的是调查儿童因素如何（语言和语言和 社会和文本因素（语言和社会）影响加速儿童（9至12年）的理解。我们 （1）研究越来越多的社交文本的听力理解与加速儿童的不同； （2） 确定越来越多的社交文本的听力理解的儿童预测指标（语言和社会）；和 （3）确定越来越多的社交文本的听力理解的文本预测指标（语言和社会）。这 中心假设是儿童和文本因素都会影响理解力以及社会和语言儿童 根据文本的内容，文本因素的贡献也有所不同。也就是说，语言因素将 预测文本类型的理解力，而社会因素将特别预测对 更多社交文本。拟议的项目奠定了使用的方法和经验基础 精确医学方法来识别和操纵儿童和文本因素，以实现新颖，有效 自闭症患者的理解干预措施。