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Jean Quigley; Elizabeth Nixon – First Language, 2024
Children's speech is influenced by the speech they hear, in particular by the parental speech addressed directly to them. The aim of this study was to analyse toddlers' speech with their parents and to investigate the influence of specific characteristics of child-directed speech on child speech in real time during mother-child and father-child…
Descriptors: Foreign Countries, Toddlers, Adults, Intelligence Tests
Philippine Geelhand; Fanny Papastamou; Solène Jaspard; Mikhail Kissine – Autism: The International Journal of Research and Practice, 2025
Recent accounts of social difficulties in autism suggest that autistic and non-autistic individuals mutually misunderstand each other. This assumption aligns with findings that mixed-neurotype interactions are less efficient than same-neurotype interactions. However, it remains unclear whether different outcomes between mixed- and same-neurotype…
Descriptors: Adults, Autism Spectrum Disorders, Verbal Communication, Oral Language
Quigley, Jean; Nixon, Elizabeth – Journal of Child Language, 2020
Research on sources of individual difference in parental Infant-Directed Speech (IDS) is limited and there is a particular lack of research on fathers' compared to mothers' speech. This study examined the predictive relations between infant characteristics and variability in paternal lexical diversity (LD) in dyadic free play with two-year-olds (M…
Descriptors: Fathers, Infants, Parent Child Relationship, Speech Communication
Di Sarro, Rita; Di Santantonio, Anna; Desideri, Lorenzo; Varrucciu, Niccolò – International Journal of Developmental Disabilities, 2022
Background: Executive functions (EF) impairments have long been observed in children and youths with autism spectrum disorders (ASD). Until very recently, little attention has been paid to examine EF profiles of adults with ASD. Given the importance of EF to cope with the demands of daily life and participate in society (e.g. maintaining an…
Descriptors: Adults, Autism Spectrum Disorders, Executive Function, Planning
Tournier, Tess; Hendriks, Alexander H. C.; Jahoda, Andrew; Hastings, Richard P.; Giesbers, Sanne A. H.; Embregts, Petri J. C. M. – Journal of Intellectual & Developmental Disability, 2022
Background: The Family Network Method -- Intellectual Disability (FNM-ID) was used to compare perspectives of people with mild intellectual disability and their support workers on family networks of people with intellectual disability. Method: 138 participants with mild intellectual disability and support workers were interviewed, using the…
Descriptors: Mild Intellectual Disability, Networks, Attitudes, Behavior Problems
Tillmann, J.; Ashwood, K.; Absoud, M.; Bölte, S.; Bonnet-Brilhault, F.; Buitelaar, J. K.; Calderoni, S.; Calvo, R.; Canal-Bedia, R.; Canitano, R.; De Bildt, A.; Gomot, M.; Hoekstra, P. J.; Kaale, A.; McConachie, H.; Murphy, D. G.; Narzisi, A.; Oosterling, I.; Pejovic-Milovancevic, M.; Persico, A. M.; Puig, O.; Roeyers, H.; Rommelse, N.; Sacco, R.; Scandurra, V.; Stanfield, A. C.; Zander, E.; Charman, T. – Journal of Autism and Developmental Disorders, 2018
Research on sex-related differences in Autism Spectrum Disorder (ASD) has been impeded by small samples. We pooled 28 datasets from 18 sites across nine European countries to examine sex differences in the ASD phenotype on the ADI-R (376 females, 1763 males) and ADOS (233 females, 1187 males). On the ADI-R, early childhood restricted and…
Descriptors: Gender Differences, Age Differences, Diagnostic Tests, Observation
Tural Hesapcioglu, Selma; Ceylan, Mehmet Fatih; Kasak, Meryem; Yavas, Cansu Pinar – International Journal of Developmental Disabilities, 2021
The aim of this study was to investigate the psychiatric disorders that accompany mild intellectual disability (ID) in school-aged children in a clinical setting. The Kiddie Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime Version interview was conducted with the children with mild ID and their…
Descriptors: Mental Disorders, Mild Intellectual Disability, Comorbidity, Attention Deficit Disorders
Stoesz, Brenda M.; Niknam, Mehdi; Sutton, Jessica – Canadian Journal of Learning and Technology, 2020
Research has demonstrated that students' learning outcomes and motivation to learn are influenced by the visual design of learning technologies (e.g., learning management systems or LMS). One aspect of LMS design that has not been thoroughly investigated is visual complexity. In two experiments, postsecondary students rated the visual complexity…
Descriptors: Integrated Learning Systems, Educational Technology, Visual Aids, Difficulty Level
Guterman, Oz – Education and Urban Society, 2021
Achievement goal theory is one of the major theories of the relationship between learners' perception of learning processes and their academic achievements. The present research was focused on the relationship between learners' goals and the academic achievements of Hebrew-speaking students, who belong to the majority group, and Arabic-speaking…
Descriptors: Student Educational Objectives, Goal Orientation, Academic Achievement, Undergraduate Students
Christiansen, Jens; White, Susan W.; McPartland, James; Volkmar, Fred; Parlar, Sarah; Pedersen, Lennart – Education and Training in Autism and Developmental Disabilities, 2021
The education of children with disabilities in the regular educational environment has long been an expectation of legislation in many countries. Yet some children with autism spectrum disorder (ASD) are educated outside regular classes. Despite the obvious importance that educational placement holds for any child, there is limited research on how…
Descriptors: Students with Disabilities, Autism, Pervasive Developmental Disorders, Student Characteristics
Davies, Rob A. I.; Arnell, Ruth; Birchenough, Julia M. H.; Grimmond, Debbie; Houlson, Sam – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
The effects of psycholinguistic variables are critical to the evaluation of theories about the cognitive reading system. However, reading research has tended to focus on the impact of key variables on average performance. We report the first investigation examining variation in psycholinguistic effects across the life span, from childhood into old…
Descriptors: Individual Differences, Psycholinguistics, Pronunciation, Task Analysis
Harrison, Allyson G.; Holmes, Alana; Silvestri, Robert; Armstrong, Irene T. – Journal of Psychoeducational Assessment, 2015
Miller et al. have challenged the findings of our two previous studies, based largely on the assumption that our findings are biased due to the clinical sample used. However, they fail to address the primary tenet of our studies, namely, that clinicians will obtain different scores on the Wechsler Adult Intelligence Scale-IV (WAIS-IV) depending on…
Descriptors: Intelligence Tests, Adults, Test Norms, Scores
van Duijvenbode, Neomi; Didden, Robert; VanDerNagel, Joanne E. L.; Korzilius, Hubert P. L. M.; Engels, Rutger C. M. E. – Journal of Intellectual & Developmental Disability, 2018
Background: The goal of this study was to examine the relationship between drinking motives and interpretation bias (interpreting ambiguous stimuli in an alcohol-related way) in problematic drinkers with and without mild to borderline intellectual disability (MBID). Method: Participants (N = 178) were divided into 4 groups based on severity of…
Descriptors: Correlation, Drinking, Alcohol Abuse, Individual Differences
Engelhardt, Paul E.; Alfridijanta, Oliver; McMullon, Mhairi E. G.; Corley, Martin – Journal of Autism and Developmental Disorders, 2017
We re-evaluate conclusions about disfluency production in high-functioning forms of autism spectrum disorder (HFA). Previous studies examined individuals with HFA to address a theoretical question regarding speaker- and listener-oriented disfluencies. Individuals with HFA tend to be self-centric and have poor pragmatic language skills, and should…
Descriptors: Autism, Pervasive Developmental Disorders, Individual Differences, Comparative Analysis
Miller, Jessie L.; Weiss, Lawrence G.; Beal, A. Lynne; Saklofske, Donald H.; Zhu, Jianjun; Holdnack, James A. – Journal of Psychoeducational Assessment, 2015
It is well established that Canadians produce higher raw scores than their U.S. counterparts on intellectual assessments. As a result of these differences in ability along with smaller variability in the population's intellectual performance, Canadian normative data will yield lower standard scores for most raw score points compared to U.S. norms.…
Descriptors: Foreign Countries, Intelligence Tests, Test Norms, Raw Scores