In this review, we summarize studies investigating comprehension of three core grammatical structures (Subject-Verb-Object word order, grammatical aspect and wh-questions) in diverse samples of Mandarin-acquiring preschoolers with ASD, all utilizing the Intermodal Preferential Looking (IPL) paradigm. Results showed that children with ASD, though they were delayed in chronological age and expressive language (including significantly lower vocabulary production scores), acquired various grammatical constructions similarly to their typically developing peers. Moreover, Mandarin-acquiring preschoolers with ASD demonstrated similar acquisition patterns of these three core grammatical structures, as has been reported in previous IPL studies among English-acquiring children with ASD (Naigles & Fein, 2017). Thus, the results testify that universal underlying mechanisms are playing vital roles in grammatical acquisition of children with ASD across languages (e.g., the setting of word order parameters, the preservation of functional morphemes, the universal operation of WH-Movement), despite their pervasive social cognition impairments. These findings suggest that core grammatical knowledge may be preserved in children with ASD, even in the face of radical differences in language environment and social/communicative deficits, supporting the contribution of the language faculty in autistic language acquisition. The results shed light on the sharp contrast between linguistic competence (governed by the internal computational system of the language faculty) vs. linguistic performance (affected by loci of impairment in the sensory-motor and the conceptual-intentional interfaces) in ASD. Furthermore, the results highlight the dissociation between the lexical vs. the grammatical modules in ASD, supporting a modular view of the diverse language domains in the language faculty.
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.
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC: American Psychiatric Pub.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC.: American Psychiatric Pub.
Arunachalam, S., & Waxman, S. R. (2010). Meaning from syntax: Evidence from 2-year-olds. Cognition, 114(3), 442–446.
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.
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.
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.
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.
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.
Berwick, R. C., & Chomsky, N. (2016). Why only us? Language and evolution. MIT Press.
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.
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.
Chao, Y.-R. (1968). A grammar of spoken Chinese: Berkeley: University of California Press.
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.
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.
Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press.
Chomsky, N. (1981). Lectures on government and binding. Foris: Dordrecht.
Chomsky, N. (1986). Knowledge of language: Its nature, origin and use. New York: Praeger.
Comrie, B. (1976). Aspect. Cambridge: Cambridge University Press.
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.
Crain, S. (1991). Language acquisition in the absence of experience. Behavioural and Brain Sciences,
14
1, 597–650.
Crain, S. (2012). The emergence of meaning. Cambridge University Press.
Crain, S., & Lillo-Martin, D. (1999). An introduction to linguistic theory and language acquisition: Blackwell.
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.
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.
Durrleman, S. (2021). Mentalizing: What’s language got to do with it?Language Acquisition,
27
(3), 255–275.
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.
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.
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.
Fodor, J. (1983). The Modularity of Mind. Cambridge, MA: MIT Press.
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.
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.
Fromkin, V., Rodman, R., & Hyams, N. (2014). An introduction to language. Wadsworth: Cengage lerning.
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.
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.
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.
Gernsbacher, M. (1990). Language Comprehension as Structure Building. Hillsdale, NJ: Erlbaum.
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.
Gibson, E. (1998). Linguistic complexity: locality of syntactic dependencies. Cognition,
68
(1), 1–76.
Gleitman, L. (1990). Structural sources of verb meaning. Language Acquisition (1), 3–55.
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.
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.
Guasti, M. T. (2016). Language Acquisition: The Growth of Grammar, 2nd Edition. The MIT Press.
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.
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.
Hirsh-Pasek, K. R., & Golinkoff, R. M. (1996). The origins of grammar. MIT Press.
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.
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.
Huang, C.-C. (2003). Mandarin temporality inference in child, maternal and adult speech. First Language,
23
(2), 147–169.
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.
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.
Ingram, J. (2007). Neurolinguistics: An introduction to spoken language processing and its disorders. Cambridge University Press.
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,
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.
Klein, W., Li, P., & Hendriks, H. (2000). Aspect and assertion in Mandarin Chinese. Natural Language & Linguistic Theory,
18
(4), 723–770.
Koulaguina, E., & Shi, R. (2019). Rule generalization from inconsistent input in early infancy. Language Acquisition,
26
(4), 416–435.
Lasnik, H., & Saito, M. (1992). Move Alpha: Conditions on Its Application and Output. Cambridge, Massachusetts: MIT Press.
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.
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.
Lee, J. N., & Naigles, L. R. (2008). Mandarin learners use syntactic bootstrapping in verb acquisition. Cognition,
106
(2), 1028–1037.
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.
Lenneberg, E. H. (1967). Biological Foundations of Language. Wiley.
Li, C., & Thompson, S. (1981). Mandarin Chinese: A functional reference grammar: University of California Press, Berkeley and Los Angeles.
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.
Lin, J. W. (2006). Time in a language without tense: the case of Chinese. Journal of Semantics,
23
1, 1–53.
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.
McCann, J., & Peppe, S. (2003). Prosody in autism spectrum disorders: a critical review. International Journal of Language & Communication Disorders,
38
(4), 325–350.
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.
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.
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.
Naigles, L. (1990). Children use syntax to learn verb meanings. Journal of Child Language, 17(2), 357–374.
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.
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.
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).
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).
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.
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.
O’Grady, W. (1997). Syntactic development. University of Chicago Press.
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.
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.
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.
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.
Pinker, S. (1999). Words and rules: The ingredients of language. New York: Harper Perennial.
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.
Radford, A. (1990). Syntactic theory and the acquisitionof English syntax: the nature of early childgrammars of English. Oxford: Basil Blackwell.
Roberts, J. A., Rice, M. L., & Tager-Flusberg, H. (2004). Tense marking in children with autism. Applied Psycholinguistics,
25
(3), 429–448.
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.
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.
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.
Seidl, A., Hollich, G., & Jusczyk, P. W. (2003). Early understanding of subject and object wh-questions. Infancy,
4
(3), 423–436.
Shi, R. (2014). Functional morphemes and early language acquisition. Child Development Perspectives,
8
(1), 6–11.
Smith, C. S. (1991). The parameter of aspect: Dordrecht: Kluwer.
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..
Stromswold, K. (1995). The acquisition of subject and object wh-questions. Language Acquisition,
4
1, 5–48.
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.
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.
Su, Y. E., & Naigles, L. (2021). Grammatical strengths of aspect processing in the general population of Mandarin-acquiring preschool children with autism spectrum disorders. Reading and Writing.
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.
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.
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.
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.
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.
Tager-Flusberg, H. (1981). Sentence comprehension in autistic children. Applied Psycholinguistics, 21, 5–24.
Tager-Flusberg, H. (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.
Tager-Flusberg, H. (2001). Understanding the language and communicative impairments in autism. International Review of Research in Mental Retardation, Vol 23,
23
1, 185–205.
Tager-Flusberg, H. (2006). Defining language phenotypes in autism. Clinical Neuroscience Research,
6
(3–4), 219–224.
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 Disorders20
1, 1–21.
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.
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.
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.
Terzi, A., Marinis, T., Kotsopoulou, A., & Francis, K. (2014). Grammatical Abilities of Greek-Speaking Children with Autism. Language Acquisition,
21
(1), 4–44.
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.
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.
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.
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.
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.
van der Lely, H. K. J. (2005). Domain-specific cognitive systems: insight from Grammatical-SLI. Trends in Cognitive Sciences,
9
(2), 53–59.
Wagner, L., Swensen, L. D., & Naigles, L. R. (2009). Children’s early productivity with verbal morphology. Cognitive Development,
24
(3), 223–239.
Waterhouse, L., & Fein, D. (1982). Language skills in developmentally disabled children. Brain and Language,
15
(2), 307–333.
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.
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.
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.
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.
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.
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.
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.
Yang, X., Huang, Y., Jia, M., & Chen, S. (1993). Clinical application of autism behavior checklist. Chinese Mental Health Journal,
7
(6), 279–280.
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.
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.
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.
Zhu, J. T., & Gavarro, A. (2019). Testing language acquisition models: null and overt topics in Mandarin. Journal of Child Language,
46
(4), 707–732.
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.
Cited by (7)
Cited by seven other publications
Ferreira, Grace Joplin, Jay Getten & Henri Pesonen
2024. Strengths-Based Approaches to Autism Language and Communications Research: Where Are We?. Review Journal of Autism and Developmental Disorders
Su, Yi (Esther), Qian-qian Xie & Hong-hui Yao
2024. Expressive language variation, growth and predictors in Mandarin-exposed young children with autism spectrum disorder. Language and Health 2:1 ► pp. 39 ff.
Su, Yi Esther & Yuhan Jiang
2024. Challenges with computing scalar and ad-hoc implicatures in Mandarin-speaking 4–8-year-old autistic children. Journal of Communication Disorders 110 ► pp. 106427 ff.
Carston, Robyn
2023. The relevance of words and the language/communication divide. Frontiers in Psychology 14
Li, Li, Yi (Esther) Su, Wenwen Hou, Muyu Zhou, Yixiang Xie, Xiaobing Zou & Ming Li
2023. Expressive Language Profiles in a Clinical Screening Sample of Mandarin-Speaking Preschool Children With Autism Spectrum Disorder. Journal of Speech, Language, and Hearing Research 66:11 ► pp. 4497 ff.
Naigles, Letitia R., Li Yi & Jing Zhao
2023. Editorial for the Special Issue - Language and Reading in Autism: Perspectives from Chinese. Reading and Writing 36:6 ► pp. 1359 ff.
2023. The Acquisition of Relative Clauses in Autism: The Role of Executive Functions and Language. Journal of Autism and Developmental Disorders
This list is based on CrossRef data as of 6 september 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.