Article published In:
Autism, Language, Communication and Cognition
Edited by Stephanie Durrleman
[Evolutionary Linguistic Theory 4:1] 2022
► pp. 52101
References
Allen, S. E.
(2007) Interacting pragmatic influences on children’s argument realization. In M. Bowerman & P. Brown (Eds.), Crosslinguistic perspectives on argument structure: Implications for learnability (pp. 191–210). Routledge.Google Scholar
American Psychiatric Association
(2000) Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC: American Psychiatric Pub.Google Scholar
(2013) Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC.: American Psychiatric Pub. DOI logoGoogle Scholar
Arunachalam, S., & Waxman, S. R.
(2010) Meaning from syntax: Evidence from 2-year-olds. Cognition, 114(3), 442–446. DOI logoGoogle Scholar
Bartolucci, G., Pierce, S. J., & Streiner, D.
(1980) Cross-sectional studies of grammatical morphemes in autistic and mentally retarded children. Journal of Autism and Developmental Disorders, 10 (1), 39–50. DOI logoGoogle Scholar
Bates, E., & Goodman, J. C.
(1997) On the inseparability of grammar and the lexicon: evidence from acquisition, aphasia and real-time processing. Language & Cognitive Processes, 12 (5/6), 507–584. DOI logoGoogle Scholar
Bavin, E. L., Kidd, E., Prendergast, L., Baker, E., Dissanayake, C., & Prior, M.
(2014) Severity of Autism is Related to Children’s Language Processing. Autism Research, 7 (6), 687–694. DOI logoGoogle Scholar
Bavin, E. L., Prendergast, L. A., Kidd, E., Baker, E., & Dissanayake, C.
(2016) Online processing of sentences containing noun modification in young children with high-functioning autism. International Journal of Language & Communication Disorders, 51 (2), 137–147. DOI logoGoogle Scholar
Bellugi, U., Marks, S., Bihrle, A., & Sabo, H.
(1988) Dissociation between language and cognitive functions in Williams syndrome. In E. Bishop & K. Mogford (Eds.), Language development in exceptional circumstances (pp. 177–189). Churchill Livingstone.Google Scholar
Berwick, R. C., & Chomsky, N.
(2016) Why only us? Language and evolution. MIT Press. DOI logoGoogle Scholar
Biran, M., & Ruigendijk, E.
(2015) Do case and gender information assist sentence comprehension and repetition for German-and Hebrew-speaking children?. Lingua, 1641, 215–238. DOI logoGoogle Scholar
Candan, A., Kuntay, A. C., Yeh, Y. C., Cheung, H. T., Wagner, L., & Naigles, L. R.
(2012) Language and age effects in children’s processing of word order. Cognitive Development, 27 (3), 205–221. DOI logoGoogle Scholar
Chao, Y.-R.
(1968) A grammar of spoken Chinese: Berkeley: University of California Press.Google Scholar
Charman, T., Drew, A., Baird, C., & Baird, G.
(2003) Measuring early language development in preschool children with autism spectrum disorder using the MacArthur Communicative Development Inventory (Infant Form). Journal of Child Language, 30(1), 213–236. DOI logoGoogle Scholar
Chin, I., Goodwin, M. S., Vosoughi, S., Roy, D., & Naigles, L. R.
(2018) Dense home-based recordings reveal typical and atypical development of tense/aspect in a child with delayed language development. Journal of Child Language, 45 (1), 1–34. DOI logoGoogle Scholar
Chomsky, N.
(1965) Aspects of the theory of syntax. Cambridge, MA: MIT Press.Google Scholar
(1981) Lectures on government and binding. Foris: Dordrecht.Google Scholar
(1986) Knowledge of language: Its nature, origin and use. New York: Praeger.Google Scholar
Comrie, B.
(1976) Aspect. Cambridge: Cambridge University Press.Google Scholar
Condouris, K., Meyer, E., & Tager-Flusberg, H.
(2003) The relationship between standardized measures of language and measures of spontaneous speech in children with autism. American Journal of Speech-Language Pathology, 12 (3), 349–358. DOI logoGoogle Scholar
Crain, S.
(1991) Language acquisition in the absence of experience. Behavioural and Brain Sciences, 14 1, 597–650. DOI logoGoogle Scholar
(2012) The emergence of meaning. Cambridge University Press. DOI logoGoogle Scholar
Crain, S., & Lillo-Martin, D.
(1999) An introduction to linguistic theory and language acquisition: Blackwell.Google Scholar
Dai, H., & He, X.
(2021) Comprehension of Wh⁃questions by Chinese Children with Specific Language Impairment and Those with High⁃Functioning Autism. Modern Foreign Languages (In Chinese), 4 (4), 522–535.Google Scholar
Deen, K. U.
(2015) The morphosyntax interface. In E. Bavin & L. R. Naigles (Eds.), The Cambridge Handbook of Child Language (2nd ed., pp. 324–347). Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Durrleman, S.
(2021) Mentalizing: What’s language got to do with it? Language Acquisition, 27 (3), 255–275. DOI logoGoogle Scholar
Durrleman-Tame, S., Burnel, M., & Reboul, A.
(2017) Connections Among Complementation Sentences, Executive Functioning, and Theory of Mind in Autism. In L. R. Naigles (Ed.), Innovative Investigations of Language in Autism Spectrum Disorder (pp. 163–182). American Psychological Association. DOI logoGoogle Scholar
Eigsti, I.-M., Bennetto, L., & Dadlani, M. B.
(2007) Beyond pragmatics: Morphosyntactic development in autism. Journal of Autism and Developmental Disorders, 37 (6), 1007–1023. DOI logoGoogle Scholar
Fenson, L., Dale, P. S., Reznick, J. S., Thal, D., Bates, E., Hartung, J. P., … Reilly, J. S.
(1993) The MacArthur Communicative Development Inventories: User’s guide and technical manual. San Diego: Singular Publishing Group.Google Scholar
Fodor, J.
(1983) The Modularity of Mind. Cambridge, MA: MIT Press. DOI logoGoogle Scholar
Franck, J., Millotte, S., Posada, A., & Rizzi, L.
(2013) Abstract knowledge of word order by 19 months: An eye-tracking study. Applied Psycholinguistics, 34 (2), 323–336. DOI logoGoogle Scholar
Friedmann, N., & Haddad-Hanna, M.
(2014) The comprehension of sentences derived by syntactic movement in Palestinian Arabic speaking children with hearing impairment. Applied Psycholinguistics, 35(3), 473–513. DOI logoGoogle Scholar
Fromkin, V., Rodman, R., & Hyams, N.
(2014) An introduction to language. Wadsworth: Cengage lerning.Google Scholar
Fusaroli, R., Weed, E., Fein, D., & Naigles, L.
(2019) Hearing me hearing you: Reciprocal effects between child and parent language in autism and typical development. Cognition, 183 1, 1–18. DOI logoGoogle Scholar
Gagliardi, A., Mease, T. M., & Lidz, J.
(2016) Discontinuous development in the acquisition of filler-gap dependencies: Evidence from 15-and 20-month-olds. Language Acquisition, 23 (3), 234–260. DOI logoGoogle Scholar
Gavarro, A., Leela, M., Rizzi, L., & Franck, J.
(2015) Knowledge of the OV parameter setting at 19 months: Evidence from Hindi-Urdu. Lingua, 154 1, 27–34. DOI logoGoogle Scholar
Gernsbacher, M.
(1990) Language Comprehension as Structure Building. Hillsdale, NJ: Erlbaum. DOI logoGoogle Scholar
Gertner, Y., Fisher, C., & Eisengart, J.
(2006) Learning words and rules: Abstract knowledge of word order in early sentence comprehension. Psychological Science, 17 (8), 684–691. DOI logoGoogle Scholar
Gibson, E.
(1998) Linguistic complexity: locality of syntactic dependencies. Cognition, 68 (1), 1–76. DOI logoGoogle Scholar
Gleitman, L.
(1990) Structural sources of verb meaning. Language Acquisition (1), 3–55. DOI logoGoogle Scholar
Goodwin, A., Fein, D., & Naigles, L.
(2015) The role of maternal input in the development of wh-question comprehension in autism and typical development. Journal of Child Language, 42 (1), 32–63. DOI logoGoogle Scholar
Goodwin, A., Fein, D., & Naigles, L. R.
(2012) Comprehension of Wh-Questions Precedes Their Production in Typical Development and Autism Spectrum Disorders. Autism Research, 5 (2), 109–123. DOI logoGoogle Scholar
Guasti, M. T.
(2016) Language Acquisition: The Growth of Grammar, 2nd Edition. The MIT Press.Google Scholar
Guasti, M. T., Branchini, C., & Arosio, F.
(2012) Interference in the production of Italian subject and object wh-questions. Applied Psycholinguistics, 33(1), 185–223. DOI logoGoogle Scholar
Hauser, M. D., Chomsky, N., & Fitch, W. T.
(2002) The faculty of language: What is it, who has it, and how did it evolve? Science, 298 (5598), 1569–1579. DOI logoGoogle Scholar
Hirsh-Pasek, K. R., & Golinkoff, R. M.
(1996) The origins of grammar. MIT Press.Google Scholar
Happe, F. G. E.
(1995) Understanding minds and metaphors: Insights from the study of figurative language in autism. Metaphor and Symbolic Activity, 10 (4), 275–295. DOI logoGoogle Scholar
Howlin, P.
(1984) The acquisition of grammatical morphemes in autistic children: A critique and replication of the findings of Bartolucci, Pierce, and Streiner, 1980. Journal of Autism and Developmental Disorders, 14 (2), 127–136. DOI logoGoogle Scholar
Huang, C.-C.
(2003) Mandarin temporality inference in child, maternal and adult speech. First Language, 23 (2), 147–169. DOI logoGoogle Scholar
Huang, C.-T. J.
(1982) Logical relations in Chinese and the theory of grammar. (Doctoral Dissertation). MIT, Cambridge, Massachusetts.
Huang, C.-T. J., Li, Y.-H. A., & Li, Y.
(2009) The Syntax of Chinese: Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Hudry, K., Leadbitter, K., Temple, K., Slonims, V., McConachie, H., Aldred, C., Howlin, P., Charman, T., & Consortium, P.
(2010) Preschoolers with autism show greater impairment in receptive compared with expressive language abilities. International Journal of Language & Communication Disorders, 45(6), 681–690. DOI logoGoogle Scholar
Ingram, J.
(2007) Neurolinguistics: An introduction to spoken language processing and its disorders. Cambridge University Press. DOI logoGoogle Scholar
Jyotishi, M., Fein, D., & Naigles, L.
(2017) Investigating the grammatical and pragmatic origins of wh-questions in children with autism spectrum disorders. Frontiers in Psychology, 81, 16, DOI logoGoogle Scholar
Kjelgaard, M. M., & Tager-Flusberg, H.
(2001) An investigation of language impairment in autism: Implications for genetic subgroups. Language & Cognitive Processes, 16 (2–3), 287–308. DOI logoGoogle Scholar
Klein, W., Li, P., & Hendriks, H.
(2000) Aspect and assertion in Mandarin Chinese. Natural Language & Linguistic Theory, 18 (4), 723–770. DOI logoGoogle Scholar
Koulaguina, E., & Shi, R.
(2019) Rule generalization from inconsistent input in early infancy. Language Acquisition, 26 (4), 416–435. DOI logoGoogle Scholar
Lasnik, H., & Saito, M.
(1992) Move Alpha: Conditions on Its Application and Output. Cambridge, Massachusetts: MIT Press.Google Scholar
Lee, J. N., & Naigles, L. R.
(2005) The input to verb learning in Mandarin Chinese: A role for syntactic bootstrapping. Developmental Psychology, 41 (3), 529–540. DOI logoGoogle Scholar
Le Normand, M. T., Blanc, R., Caldani, S., & Bonnet-Brilhault, F.
(2018) Disrupted behaviour in grammatical morphology in French speakers with autism spectrum disorders. Clinical Linguistics & Phonetics, 32 (8), 706–720. DOI logoGoogle Scholar
Lee, J. N., & Naigles, L. R.
(2008) Mandarin learners use syntactic bootstrapping in verb acquisition. Cognition, 106 (2), 1028–1037. DOI logoGoogle Scholar
Leivada, E., Kambanaros, M., & Grohmann, K. K.
(2017) The Locus Preservation Hypothesis: Shared Linguistic Profiles across Developmental Disorders and the Resilient Part of the Human Language Faculty. Frontiers in Psychology, 8 1. DOI logoGoogle Scholar
Lenneberg, E. H.
(1967) Biological Foundations of Language. Wiley. DOI logoGoogle Scholar
Li, C., & Thompson, S.
(1981) Mandarin Chinese: A functional reference grammar: University of California Press, Berkeley and Los Angeles.Google Scholar
Li, P., Bates, E., & MacWhinney, B.
(1993) Processing a language without inflections: A reaction time study of sentence interpretation in Chinese. Journal of Memory and Language, 32 1, 169–192. DOI logoGoogle Scholar
Lin, J. W.
(2006) Time in a language without tense: the case of Chinese. Journal of Semantics, 23 1, 1–53. DOI logoGoogle Scholar
Marchman, V., & Bates, E.
(1994) Continuity in lexical and morphological development: A test of the critical mass hypothesis. Journal of Child Language (21), 339–366. DOI logoGoogle Scholar
McCann, J., & Peppe, S.
(2003) Prosody in autism spectrum disorders: a critical review. International Journal of Language & Communication Disorders, 38 (4), 325–350. DOI logoGoogle Scholar
McLean, J., Pickering, M., & Branigan, H.
(2005) Lexical Repetition and Syntactic Priming in Dialogue. In J. Trueswell & M. Tanenhaus (Eds.), Approaches to Studying World-Situation Language Use (pp. 193–208). Cambridge: MIT Press.Google Scholar
Modyanova, N., Perovic, A., & Wexler, K.
(2017) Grammar Is Differentially Impaired in Subgroups of Autism Spectrum Disorders: Evidence from an Investigation of Tense Marking and Morphosyntax. Frontiers in Psychology, 8 1, Article 320. DOI logoGoogle Scholar
Mundy, P., Sigman, M., & Kasari, C.
(1990) A longitudinal study of joint attention and language development in autistic children. Journal of Autism and Developmental Disorders, 20 (1), 115–128. DOI logoGoogle Scholar
Naigles, L.
(1990) Children use syntax to learn verb meanings. Journal of Child Language, 17(2), 357–374. DOI logoGoogle Scholar
Naigles, L. R.
(2021) It Takes All Kinds (of Information) to Learn a Language: Investigating the Language Comprehension of Typical Children and Children With Autism. Current Directions in Psychological Science, 30 (1), 11–18. DOI logoGoogle Scholar
Naigles, L. R., & Fein, D.
(2017) Looking through their eyes: tracking early language comprehension in ASD. In L. Naigles (Ed.), Innovative investigations of language in autism spectrum disorder (pp. 49–69). Washington, DC: American Psychological Association. DOI logoGoogle Scholar
Naigles, L. R., & Tek, S.
(2017) “Form is easy, meaning is hard’ revisited: (re) characterizing the strengths and weaknesses of language in children with autism spectrum disorder. Wiley Interdisciplinary Reviews-Cognitive Science, 8 (4). DOI logoGoogle Scholar
Naigles, L. R., & Tovar, A. T.
(2012) Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism. Jove-Journal of Visualized Experiments (70). DOI logoGoogle Scholar
Naigles, L. R., Kelty, E., Jaffery, R., & Fein, D.
(2011) Abstractness and continuity in the syntactic development of young children with autism. Autism Research, 4(6), 422–437. DOI logoGoogle Scholar
Naigles, L., & Chin, I.
(2015) Language development in children with autism. In E. Bavin & L. R. Naigles (Eds.), The Cambridge Handbook of Child Language (Second ed., pp. 637–658). Cambridge University Press. DOI logoGoogle Scholar
O’Grady, W.
(1997) Syntactic development. University of Chicago Press. DOI logoGoogle Scholar
Park, C. J., Yelland, G. W., Taffe, J. R., & Gray, K. M.
(2012) Morphological and syntactic skills in language samples of pre school aged children with autism: Atypical development? International Journal of Speech-Language Pathology, 14 (2), 95–108. DOI logoGoogle Scholar
Park, J., Nam, M., Cho, S.-W., Lee, S., Jeong, J., & Naigles, L.
(2016) Wh-Question Comprehension in Korean Children with Autism Spectrum Disorders. Paper presented at the Poster presented at the International Meetings for Autism Research, Baltimore, MD.
Paul, R., Fischer, M. L., & Cohen, D. J.
(1988) Sentence comprehension strategies in children with autism and specific language disorders. Journal of autism and developmental disorders, 18(4), 669–679. DOI logoGoogle Scholar
Pickles, A., Anderson, D. K., & Lord, C.
(2014) Heterogeneity and plasticity in the development of language: a 17-year follow-up of children referred early for possible autism. Journal of Child Psychology and Psychiatry, 55 (12), 1354–1362. DOI logoGoogle Scholar
Pietroski, P. M., & Crain, S.
(2012) The language faculty. In E. Margolis, S. Laurence, & S. Stich (Eds.), The handbook of philosophy of cognitive science: Oxford University Press.Google Scholar
Pinker, S.
(1999) Words and rules: The ingredients of language. New York: Harper Perennial.Google Scholar
Prevost, P., Tuller, L., Barthez, M. A., Malvy, J., & Bonnet-Brilhault, F.
(2017) Production and comprehension of French wh-questions by children with autism spectrum disorder: A comparative study with specific language impairment. Applied Psycholinguistics, 38 (5), 1095–1131. DOI logoGoogle Scholar
Radford, A.
(1990) Syntactic theory and the acquisitionof English syntax: the nature of early childgrammars of English. Oxford: Basil Blackwell.Google Scholar
Roberts, J. A., Rice, M. L., & Tager-Flusberg, H.
(2004) Tense marking in children with autism. Applied Psycholinguistics, 25 (3), 429–448. DOI logoGoogle Scholar
Roeper, T., Ramos, E., Seymour, H., & Abdul-Karim, L.
(2001) Language disorders as a window on Universal Grammar: An abstract theory of agreement for IP, DP, and V-PP. Brain and Language, 77 (3), 378–397. DOI logoGoogle Scholar
Schaeffer, J.
(2021) The influence of cognitive abilities on article choice and scrambling performance in Dutch-speaking children with autism. Language Acquisition, 28 (2), 166–194. DOI logoGoogle Scholar
Schroeder, K., Durrleman, S., Çokal, D., Delgado, A. S., Marin, A. M., & Hinzen, W.
(2021) Relations between intensionality, theory of mind and complex syntax in autism spectrum conditions and typical development. Cognitive Development, 59 1, 101071. DOI logoGoogle Scholar
Seidl, A., Hollich, G., & Jusczyk, P. W.
(2003) Early understanding of subject and object wh-questions. Infancy, 4 (3), 423–436. DOI logoGoogle Scholar
Shi, R.
(2014) Functional morphemes and early language acquisition. Child Development Perspectives, 8 (1), 6–11. DOI logoGoogle Scholar
Smith, C. S.
(1991) The parameter of aspect: Dordrecht: Kluwer. DOI logoGoogle Scholar
Smith, N., & Tsimpli, I.
(2021) Atypical Acquisition. In N. Allott, T. Lohndal, & G. Rey (Eds.), A Companion to Chomsky (pp. 377–390). John Wiley & Sons, Inc.. DOI logoGoogle Scholar
Stromswold, K.
(1995) The acquisition of subject and object wh-questions. Language Acquisition, 4 1, 5–48. DOI logoGoogle Scholar
Su, Y. E., Jin, Y., Wan, G.-B., Zhang, J.-S., & Su, L.-Y.
(2014) Interpretation of wh-words in Mandarin-speaking high-functioning children with autism spectrum disorders. Research in Autism Spectrum Disorders, 8 (10), 1364–1372. DOI logoGoogle Scholar
Su, Y. E., & Naigles, L.
(2019) Online Processing of Subject–Verb–Object Order in a Diverse Sample of Mandarin-Acquiring Preschool Children with Autism Spectrum Disorder. Autism Research, 12 1, 1829–1844. DOI logoGoogle Scholar
(2021) Grammatical strengths of aspect processing in the general population of Mandarin-acquiring preschool children with autism spectrum disorders. Reading and Writing.Google Scholar
Su, Y. E., & Su, L.-Y.
(2015) Interpretation of Logical Words in Mandarin-Speaking Children with Autism Spectrum Disorders: Uncovering Knowledge of Semantics and Pragmatics. Journal of Autism and Developmental Disorders, 45 (7), 1938–1950. DOI logoGoogle Scholar
Su, Y. E., Naigles, L. R., & Su, L.-Y.
(2018) Uneven Expressive Language Development in Mandarin-Acquiring Preschool Children with ASD: Comparing Vocabulary, Grammar, and the Decontextualized Use of Language via the PCDI-Toddler Form. Journal of Autism and Developmental Disorders, 48 (10), 3432–3448. DOI logoGoogle Scholar
Su, Y. E., Xiao, J., & Naigles, L. R.
(2022) Early acquisition of wh-questions in Mandarin-exposed children with ASD: Evidence from Intermodal Preferential Looking. Modern Foreign Languages (In Chinese), 45 (2), 183–194.Google Scholar
Su, Y. E., & Naigles, L. R.
(2019) Online Processing of Subject-Verb-Object Order in a Diverse Sample of Mandarin-Exposed Preschool Children with Autism Spectrum Disorder. Autism Research, 12 1, 1829–1844. DOI logoGoogle Scholar
Swensen, L. D., Kelley, E., Fein, D., & Naigles, L. R.
(2007) Processes of language acquisition in children with autism: Evidence from preferential looking. Child Development, 78 (2), 542–557. DOI logoGoogle Scholar
Tager-Flusberg, H.
(1981) Sentence comprehension in autistic children. Applied Psycholinguistics, 21, 5–24. DOI logoGoogle Scholar
(1994) Dissociations in form and function in the acquisition of language by autistic children. In H. Tager-Flusberg (Ed.), Constraints on Language Acquisition: Studies of Atypical Children (pp. 175–194). Hillsdale, NJ: Erlbaum.Google Scholar
(2001) Understanding the language and communicative impairments in autism. International Review of Research in Mental Retardation, Vol 23, 23 1, 185–205. DOI logoGoogle Scholar
(2006) Defining language phenotypes in autism. Clinical Neuroscience Research, 6 (3–4), 219–224. DOI logoGoogle Scholar
Tager-Flusberg, H., Calkins, S., Nolin, T., Baumberger, T., Anderson, M., & Chadwick-Dias, A.
(1990) A longitudinal study of language acquisition in autistic and Down Syndrome children. Journal of Autism and Developmental Disorders 20 1, 1–21. DOI logoGoogle Scholar
Tager-Flusberg, H., Paul, R., & Lord, C.
(2005) Language and communication in autism. In F. Volkmar, Paul, R., Klin, A., Cohen, D. J. (Ed.), Handbook of Autism and Pervasive Developmental Disorders, Diagnosis, Development, Neurobiology, and Behavior (pp. 335–364). Wiley. DOI logoGoogle Scholar
Tek, S., Mesite, L., Fein, D., & Naigles, L.
(2014) Longitudinal Analyses of Expressive Language Development Reveal Two Distinct Language Profiles Among Young Children with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 44 (1), 75–89. DOI logoGoogle Scholar
Terzi, A., Marinis, T., & Francis, K.
(2016) The Interface of Syntax with Pragmatics and Prosody in Children with Autism Spectrum Disorders. Journal of Autism and Developmental Disorders, 46 (8), 2692–2706. DOI logoGoogle Scholar
Terzi, A., Marinis, T., Kotsopoulou, A., & Francis, K.
(2014) Grammatical Abilities of Greek-Speaking Children with Autism. Language Acquisition, 21 (1), 4–44. DOI logoGoogle Scholar
Tovar, A. T., Fein, D., & Naigles, L. R.
(2015) Grammatical Aspect Is a Strength in the Language Comprehension of Young Children With Autism Spectrum Disorder. Journal of Speech Language and Hearing Research, 58 (2), 301–310. DOI logoGoogle Scholar
Tardif, T., Fletcher, P., Zhang, Z., & Liang, W.
(2008) The Chinese communicative development inventory (Putonghua and Cantonese versions): Manual, forms, and norms. Beijing: Peking University Medical Press.Google Scholar
Tuller, L., Ferré, S., Prévost, P., Barthez, M.-A., Malvy, J., & Bonnet-Brilhault, F.
(2017) The effect of computational complexity on the acquisition of French by children with ASD. In L. R. Naigles (Ed.), Innovative investigations of language in autism spectrum disorder (pp. 115–140). American Psychological Association. DOI logoGoogle Scholar
Valian, V.
(2015) Innateness and learnability. In E. L. Bavin & L. R. Naigles (Eds.), The Cambridge Handbook of Child Language (Second ed., pp. 15–36). Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Valian, V., Solt, S., & Stewart, J.
(2009) Abstract categories or limited-scope formulae? The case of children’s determiners. Journal of Child Language, 36 (4), 743–778. DOI logoGoogle Scholar
van der Lely, H. K. J.
(2005) Domain-specific cognitive systems: insight from Grammatical-SLI. Trends in Cognitive Sciences, 9 (2), 53–59. DOI logoGoogle Scholar
Wagner, L., Swensen, L. D., & Naigles, L. R.
(2009) Children’s early productivity with verbal morphology. Cognitive Development, 24 (3), 223–239. DOI logoGoogle Scholar
Waterhouse, L., & Fein, D.
(1982) Language skills in developmentally disabled children. Brain and Language, 15 (2), 307–333. DOI logoGoogle Scholar
Weismer, S. E., & Kover, S. T.
(2015) Preschool language variation, growth, and predictors in children on the autism spectrum. Journal of Child Psychology and Psychiatry, 56 (12), 1327–1337. DOI logoGoogle Scholar
Weismer, S. E., Gernsbacher, M. A., Stronach, S., Karasinski, C., Eernisse, E. R., Venker, C. E., & Sindberg, H.
(2011) Lexical and Grammatical Skills in Toddlers on the Autism Spectrum Compared to Late Talking Toddlers. Journal of Autism and Developmental Disorders, 41 (8), 1065–1075. DOI logoGoogle Scholar
Weismer, S. E., Lord, C., & Esler, A.
(2010) Early Language Patterns of Toddlers on the Autism Spectrum Compared to Toddlers with Developmental Delay. Journal of Autism and Developmental Disorders, 40(10), 1259–1273. DOI logoGoogle Scholar
Wexler, K.
(1998) Very early parameter setting and the unique checking constraint: A new explanation of the optional infinitive stage. Lingua, 106 1, 23–79. DOI logoGoogle Scholar
Wittke, K., Mastergeorge, A. M., Ozonoff, S., Rogers, S. J., & Naigles, L. R.
(2017) Grammatical Language Impairment in Autism Spectrum Disorder: Exploring Language Phenotypes Beyond Standardized Testing. Frontiers in Psychology, 8 1. DOI logoGoogle Scholar
Xie, Q., & Su, Y. E.
(2018) Cross-population comparison of expressive language profiles in Mandarin-acquiring children with ASD, MR and LD. Paper presented at the 2018 annual meeting of International Society for Autism Research.
Xu, Y. A., Naigles, L. R., & Su, Y. E.
(2022) Early Word Order Usage in Preschool Mandarin-Speaking Typical Children and Children With Autism Spectrum Disorder: Influences of Caregiver Input?. Frontiers in Psychology, 12 1, 19, Article 766133. DOI logoGoogle Scholar
Yang, X. L., Shi, R. S., & Xu, K. L.
(2018) Grammatical Aspect in Early Child Mandarin: Evidence from a Preferential Looking Experiment. Journal of Psycholinguistic Research, 47 (6), 1301–1320. DOI logoGoogle Scholar
Yang, X., Huang, Y., Jia, M., & Chen, S.
(1993) Clinical application of autism behavior checklist. Chinese Mental Health Journal, 7 (6), 279–280.Google Scholar
Zhou, P., Crain, S., Gao, L., & Jia, M.
(2017) The Use of Linguistic Cues in Sentence Comprehension by Mandarin-Speaking Children with High-Functioning Autism. Journal of Autism and Developmental Disorders, 47 (1), 17–32. DOI logoGoogle Scholar
Zhou, P., Crain, S., Gao, L., Tang, Y., & Jia, M.
(2015) The Use of Grammatical Morphemes by Mandarin-Speaking Children with High Functioning Autism. Journal of Autism and Developmental Disorders, 45 (5), 1428–1436. DOI logoGoogle Scholar
Zhou, P., Zhan, L. K., & Ma, H. M.
(2019) Predictive Language Processing in Preschool Children with Autism Spectrum Disorder: An Eye-Tracking Study. Journal of Psycholinguistic Research, 48 (2), 431–452. DOI logoGoogle Scholar
Zhu, J. T., & Gavarro, A.
(2019) Testing language acquisition models: null and overt topics in Mandarin. Journal of Child Language, 46 (4), 707–732. DOI logoGoogle Scholar
Zhu, J., Franck, J., Rizzi, L., & Gavarro, A.
(2021) Do infants have abstract grammatical knowledge of word order at 17 months? Evidence from Mandarin Chinese. Journal of Child Language, 1–20.Google Scholar