Passive sentence reversal errors in autism: Replicating Ambridge, Bidgood, and Thomas (2020)

Research output: Contribution to journalArticlepeer-review

Standard Standard

Passive sentence reversal errors in autism: Replicating Ambridge, Bidgood, and Thomas (2020). / Jones, Sam; Dooley, Madeline; Ambridge, Ben .
In: Language Development Research, Vol. 1, No. 1, 28.06.2021, p. 99-122.

Research output: Contribution to journalArticlepeer-review

HarvardHarvard

Jones, S, Dooley, M & Ambridge, B 2021, 'Passive sentence reversal errors in autism: Replicating Ambridge, Bidgood, and Thomas (2020)', Language Development Research, vol. 1, no. 1, pp. 99-122. https://doi.org/10.34842/g1zk-3715

APA

CBE

MLA

VancouverVancouver

Jones S, Dooley M, Ambridge B. Passive sentence reversal errors in autism: Replicating Ambridge, Bidgood, and Thomas (2020). Language Development Research. 2021 Jun 28;1(1):99-122. doi: 10.34842/g1zk-3715

Author

Jones, Sam ; Dooley, Madeline ; Ambridge, Ben . / Passive sentence reversal errors in autism: Replicating Ambridge, Bidgood, and Thomas (2020). In: Language Development Research. 2021 ; Vol. 1, No. 1. pp. 99-122.

RIS

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 -