ArticleJournal of cultural cognitive science2021
Personal Pronoun Errors in Form versus Meaning Produced by Children with and without Autism Spectrum Disorder.
Article in Journal of cultural cognitive science, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers, 1 of them a synthesis that pooled it.
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Who cites it
6 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Structural language profiles in children with autism spectrum disorder and developmental language disorder: a systematic review.Frontiers in psychology · 2026Pooled it
- Associations between pragmatic language and Theory of Mind in individuals with a history of autism and those who have lost the autism diagnosis.Philosophical transactions of the Royal Society of London. Series B, Biological sciences · 2025Article
- Personal pronoun comprehension in addressed and non-addressed situations in autistic and nonautistic preschoolers.Journal of cognition and development : official journal of the Cognitive Development Society · 2025Article
- Semantic and Syntactic Properties of Words and the Receptive-Expressive Gap in Autistic and Non-Autistic Children.Journal of speech, language, and hearing research : JSLHR · 2023Article
- Conventions for unconventional language: Revisiting a framework for spoken language features in autism.Autism & developmental language impairmentsReview
- Normal but Different: Autistic Adolescents Who Score Within Normal Ranges on Standardized Language Tests Produce Frequent Linguistic Irregularities in Spontaneous Discourse.Autism & developmental language impairmentsArticle
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Authors and funding
3 authors.
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Abstract
The current study investigates whether the types of pronominal errors children with autism spectrum disorder (ASD) make are different from those of their TD peers at similar stages of language development. A recent review about language acquisition in ASD argues that these children show relative deficits in assigning/extending lexical meaning alongside relative strengths in morpho-syntax (Naigles & Tek, 2017). Pronouns provide an ideal test case for this argument because they are marked both for grammatical features (case) and features that reflect qualities of the referent itself (gender and number) or the referent's role in conversation (person). The form-meaning hypothesis predicts that children with ASD should struggle more with these latter features. The current study tests this hypothesis with data from a caregiver report, completed by caregivers of 151 children with and without ASD. Reported pronominal errors were categorized as meaning or form and compared across groups. In accordance with the form-meaning hypothesis, a higher proportion of children with ASD make meaning errors than they do form errors, and significantly more of them make meaning errors than TD children do.
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