Goldsmiths - University of London

The Relationship between Form and Function Level Receptive Prosodic Abilities in Autism

Järvinen-Pasley, Anna; Peppé, Susan; King-Smith, Gavin and Heaton, Pam F.. 2008. The Relationship between Form and Function Level Receptive Prosodic Abilities in Autism. Journal of Autism and Developmental Disorders, 38(7), pp. 1328-1340. ISSN 0162-3257 [Article]

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Abstract or Description

Prosody can be conceived as having form (auditory-perceptual characteristics) and function (pragmatic/ linguistic meaning). No known studies have examined the relationship between form- and functionlevel
prosodic skills in relation to the effects of stimulus length and/or complexity upon such abilities in autism. Research in this area is both insubstantial and inconclusive. Children with autism and controls completed the receptive tasks of the Profiling Elements of Prosodic Systems in Children (PEPS-C) test, which examines both form- and function-level skills, and a sentence-level task assessing the understanding of intonation. While children with autism were unimpaired in both form and function tasks at the single-word level, they showed significantly poorer performance in the corresponding sentence-level tasks than controls. Implications for future research are discussed.

Item Type: Article

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Departments, Centres and Research Units:

Research Office > REF2014



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Date Deposited:

21 Mar 2011 10:59

Last Modified:

30 Jun 2017 15:41

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI: http://research.gold.ac.uk/id/eprint/5311
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