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Effects of Cognitive Complexity and Emotional Upset on Processing Supportive Messages: Two Tests of a Dual-Process Theory of Supportive Communication Outcomes
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Bodie, Graham D.; Burleson, Brant R.; Holmstrom, Amanda J.; McCullough, Jennifer D.; Rack, Jessica J.; Hanasono, Lisa K.; Rosier, Jennifer G. – Human Communication Research, 2011
We report tests of hypotheses derived from a theory of supportive communication outcomes that maintains the effects of supportive messages are moderated by factors influencing the motivation and ability to process these messages. Participants in two studies completed a measure of cognitive complexity, which provided an assessment of processing…
Descriptors: Hypothesis Testing, Interpersonal Communication, Communication (Thought Transfer), Content Analysis
Pragmatic Inference Abilities in Individuals with Asperger Syndrome or High-Functioning Autism. A Review
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Loukusa, Soile; Moilanen, Irma – Research in Autism Spectrum Disorders, 2009
This review summarizes studies involving pragmatic language comprehension and inference abilities in individuals with Asperger syndrome or high-functioning autism. Systematic searches of three electronic databases, selected journals, and reference lists identified 20 studies meeting the inclusion criteria. These studies were evaluated in terms of:…
Descriptors: Participant Characteristics, Comprehension, Autism, Asperger Syndrome
Executive Function and Language in Deaf Children
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Figueras, Berta; Edwards, Lindsey; Langdon, Dawn – Journal of Deaf Studies and Deaf Education, 2008
The relationship between language and executive function (EF) and their development in children have been the focus of recent debate and are of theoretical and clinical importance. Exploration of these functions in children with a peripheral hearing loss has the potential to be informative from both perspectives. This study compared the EF and…
Descriptors: Deafness, Children, Cognitive Processes, Language Skills
A Cross-Syndrome Study of the Development of Holistic Face Recognition in Children with Autism, Down Syndrome, and Williams Syndrome
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Annaz, Dagmara; Karmiloff-Smith, Annette; Johnson, Mark H.; Thomas, Michael S. C. – Journal of Experimental Child Psychology, 2009
We report a cross-syndrome comparison of the development of holistic processing in face recognition in school-aged children with developmental disorders: autism, Down syndrome, and Williams syndrome. The autism group was split into two groups: one with high-functioning children and one with low-functioning children. The latter group has rarely…
Descriptors: Mental Age, Age, Autism, Down Syndrome
The Role of Syntax in Encoding and Recall of Pictorial Narratives: Evidence from Specific Language Impairment
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Bishop, Dorothy; Donlan, Chris – British Journal of Developmental Psychology, 2005
Previous research on typically developing children has shown that their memory for events depends on how they are encoded. As children grow older, they start to mention causal and temporal relationships between events, including psychological causes. Children with specific language impairment (SLI) were studied to disentangle the effects of…
Descriptors: Syntax, Language Impairments, Intelligence Quotient, Memory
Sentence Reception Abilities of Hearing Impaired Students across Five Communication Modes.
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Pudlas, Kenneth A. – American Annals of the Deaf, 1987
The study measured hearing-impaired (N=106) students' reception of language presented via five modes: oral, aural, manual, oral-aural;, and simultaneous manual and oral. The simultaneous manual and oral and the manual modes received the highest ratings. Results are discussed in terms of theories of cognitive processing and selective attention.…
Descriptors: Attention Control, Aural Learning, Cognitive Processes, Elementary Secondary Education
More Evidence on Children's Underlying Phonological Representations: Are They Adult or Child Based?
Higginson, Roy – 1985
A 9-month study of a 1-year-old child's acquisition of the pronunciation of "camera" is presented. The data show that while the child can articulate and perceive all the phonological segments of the adult form, she uses an idiosyncratic child-based form when she spontaneously draws from her lexicon to produce an utterance, systematically modifying…
Descriptors: Aural Learning, Case Studies, Child Language, Cognitive Processes