Personal pronouns have been argued to be challenging for children with autism spectrum disorder (ASD). Pronoun comprehension includes (a) establishing the right mappings: first-person pronouns refer to the speaker, and second-person pronouns refer to the addressee; and (b) tracking referent shifts––identifying the speaker and addressee in the current round of conversation. The latter may require social-communicative sensitivity, which children ASD may have difficulty with. Here, we used a multi- converser setting to test pronoun understanding given referent shifts. Results show that both children with ASD and typically developing children know the semantic differences between first- and second-person pronouns, and they know that pronouns’ referents shift by discourse role. However, both groups are biased to interpret second- person pronouns as referring to themselves. TD children show similar patterns to the ASD group, despite better performance overall.
|Publication status||Published - Nov 2019|
|Event||The 44th Boston University Conference on Language Development (BUCLD) - Boston, United States|
Duration: 7 Nov 2019 → 10 Nov 2019
|Conference||The 44th Boston University Conference on Language Development (BUCLD)|
|Period||7/11/19 → 10/11/19|