Chapter 8
Syntactic priming and alignment in children with autism spectrum disorder
Syntactic priming is the unconscious repetition of grammatical constructions across utterances and between
(and within) speakers. This chapter considers syntactic priming effects in the language production of children with autism
spectrum disorder (ASD), a neurodevelopmental condition associated with communication deficits, and in some cases, with
co-occurring language disorder. Syntactic priming supports the acquisition of syntax in typical language development (e.g.
Chang, Dell & Bock, 2006), and – via syntactic alignment (the convergence
of syntactic behaviour and representation between speakers in dialogue) – promotes successful communication (Reitter & Moore, 2014), raising the possibility that impaired syntactic priming
mechanisms are implicated in autistic children’s language and communication
difficulties. Overall, the studies reviewed in this chapter demonstrate that autistic children’s difficulties with interactive
language do not stem from a general deficit in linguistic imitation: they converge syntactic structures with an interlocutor
and display alignment at the same level as their typically-developing peers. In fact, evidence suggests that autistic children
might occasionally engage in syntactic over-alignment, which could be communicatively maladaptive if priming
effects intersect with structural and pragmatic language impairments.
Article outline
- What is ASD?
- Grammatical abilities in autistic children
- Imitation in autistic children
- Perspectives on syntactic priming in ASD
- Methods for studying syntactic priming in ASD
- Syntactic priming effects in autistic children
- Individual differences in autistic children’s syntactic priming
- Conclusions
-
Notes
-
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