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

项目摘要/摘要 听力理解是未来阅读理解、学业成就、 健康、心理社会和职业结果；然而，大约65%的自闭症学龄儿童有贫困 理解。对更多社交(例如，叙事)文本的非自闭症理解比不那么社交(例如， 说明性文本)，因为非自闭症患者可以引导他们对现实世界的社会理解 理解课文。相比之下，自闭症患者对较少的社交文本的理解在一个小型试验中得到了展示 学习要比更多的社交文本更好，这可能是因为他们的社交沟通障碍。这个 建构-整合理解理论规定了一个情境模型(即心理模型 表征)是通过子因素之间的相互作用构建的(即 儿童能力)和文本因素(即文本的个体差异)。两个语言子因素(例如， 词汇和形态语法)和社会儿童因素(例如，社会交流和心理理论)预测 自闭症儿童的阅读理解能力。然而，这些因素还没有在听力方面进行检查 自闭症儿童的理解能力，而且只在更多的社交文本中进行了检查。文本因素(例如，Word 具体性和叙述性)对非自闭症个体的理解有影响，但几乎被忽视了 适用于自闭症患者。这个项目的总体目标是调查儿童因素(语言和 社会)和文本因素(语言和社会)影响自闭症儿童(9-12岁)的理解。我们 将(1)研究自闭症儿童对更多和更少社交文本的听力理解有何不同； 确定儿童听力理解的预测因素(语言和社会)，以了解更多和更少的社交语篇；以及 (3)针对较多和较少的社会语篇，找出影响听力理解的语篇预测因素(语言和社会)。这个 中心假设是儿童和文本因素都会影响理解，而社会和语言儿童 文本因素的作用因文本内容的不同而异。也就是说，语言因素将 预测跨文本类型的理解，而社会因素将特定地预测理解 更多社交短信。拟议的项目为使用 精准医学方法识别和操纵儿童和文字因素新颖、有效 针对自闭症患者的理解性干预。

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.