Passive sentence reversal errors in autism: Replicating Ambridge, Bidgood, and Thomas (2020)
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In: Language Development Research, Vol. 1, No. 1, 28.06.2021, p. 99-122.
Research output: Contribution to journal › Article › peer-review
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TY - JOUR
T1 - Passive sentence reversal errors in autism: Replicating Ambridge, Bidgood, and Thomas (2020)
AU - Jones, Sam
AU - Dooley, Madeline
AU - Ambridge, Ben
PY - 2021/6/28
Y1 - 2021/6/28
N2 - Ambridge, Bidgood, and Thomas (2020) conducted an elicitation-production task in which children with and without (high-functioning) autism described animations following priming with passive sentences. The authors report that children with autism were more likely than IQ-matched children without autism to commit reversal errors, for instance describing a scene in which the character Wendy surprised the character Bob by saying Wendy was surprised by Bob. We set out to test whether this effect replicated in a new sample of children with and without (high-functioning) autism (N = 26), and present a cumulative analysis in which data from the original study and the replication were pooled (N = 56). The main effect reported by Ambridge et al. (2020) replicated: While children with and without autism produced a similar number of passive responses in general, the responses of children with autism were significantly more likely to include reversal errors. Despite age-appropriate knowledge of constituent order in passive syntax, thematic role assignment is impaired among some children with high-functioning autism.
AB - Ambridge, Bidgood, and Thomas (2020) conducted an elicitation-production task in which children with and without (high-functioning) autism described animations following priming with passive sentences. The authors report that children with autism were more likely than IQ-matched children without autism to commit reversal errors, for instance describing a scene in which the character Wendy surprised the character Bob by saying Wendy was surprised by Bob. We set out to test whether this effect replicated in a new sample of children with and without (high-functioning) autism (N = 26), and present a cumulative analysis in which data from the original study and the replication were pooled (N = 56). The main effect reported by Ambridge et al. (2020) replicated: While children with and without autism produced a similar number of passive responses in general, the responses of children with autism were significantly more likely to include reversal errors. Despite age-appropriate knowledge of constituent order in passive syntax, thematic role assignment is impaired among some children with high-functioning autism.
U2 - 10.34842/g1zk-3715
DO - 10.34842/g1zk-3715
M3 - Article
VL - 1
SP - 99
EP - 122
JO - Language Development Research
JF - Language Development Research
SN - 2771-7976
IS - 1
ER -