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Updated: Feb 8, 2026
06:15
Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism
Published on: October 3, 2018
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Diferencias cuantitativas pero no cualitativas: un análisis longitudinal del desarrollo de marcadores gramaticales en
Ziyan Meng1, Li Wang2,3, Hoyee W Hirai3
1Department of Linguistics and Modern Languages, The Chinese University of Hong Kong, Hong Kong SAR, China.
Resumen
Los niños autistas aprenden los marcadores gramaticales del mandarín en el orden típico pero más lentamente que los niños en desarrollo típico. Esta diferencia cuantitativa, no cualitativa, indica un retraso en el desarrollo, no una desviación.
Área de la Ciencia:
- Lingüística
- Psicología del Desarrollo
- Trastornos del Neurodesarrollo
Sus antecedentes:
- El trastorno del espectro autista (TEA) impacta significativamente el desarrollo del lenguaje, sin embargo, las distinciones entre diferencias cuantitativas y cualitativas siguen sin estar claras.
- La morfosintaxis en el TEA está poco estudiada, particularmente en idiomas no occidentales como el mandarín.
Objetivo del estudio:
- Investigar longitudinalmente los patrones de adquisición de marcadores gramaticales del mandarín en niños autistas.
- Comparar las trayectorias de desarrollo de niños autistas con niños con desarrollo típico (TD).
- Examinar la influencia de la gravedad del autismo y la capacidad lingüística inicial en la adquisición de marcadores gramaticales.
Principales métodos:
- Estudio longitudinal que rastrea a 88 niños autistas (edades de 26 a 76 meses) en tres puntos de tiempo utilizando informes de los padres.
- Comparación con 84 niños TD (edades de 16 a 30 meses) evaluados en un solo punto de tiempo.
- Análisis de la secuencia y la tasa de adquisición de varios marcadores gramaticales del mandarín.
Principales resultados:
- Los niños autistas adquirieron marcadores gramaticales del mandarín en una secuencia típica, reflejando el desarrollo de los niños con desarrollo típico (TD).
- La tasa de adquisición fue significativamente más lenta en los niños autistas en comparación con los niños TD.
- Este patrón de desarrollo se mantuvo constante independientemente de la gravedad del autismo o la competencia lingüística inicial.
Conclusiones:
- Los niños autistas exhiben un retraso cuantitativo, no una diferencia cualitativa, en el desarrollo morfosintáctico del mandarín.
- Los hallazgos sugieren un modelo de retraso del desarrollo para la adquisición del lenguaje en el TEA.
- El estudio destaca la importancia de la investigación longitudinal para comprender el desarrollo del lenguaje en poblaciones autistas.
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