Tense marking in children with autism

By Jenny A. Roberts, Mabel L. Rice, Helen Tager-Flusberg. Applied Psycholinguistics, 2004

276 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Developmental Neuroscience

View Paper: https://www.semanticscholar.org/paper/61e0b97e780234494edb6f99f45af27571442159

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Alexandra Perovic
2. H. Delage
3. T. Marinis
4. Stéphanie Durrleman
5. Nadya Modyanova
6. Kenneth Wexler

In Developmental and Educational Psychology

1. T. Marinis
2. Alexandra Perovic
3. H. Delage
4. Stéphanie Durrleman
5. Nadya Modyanova
6. Kenneth Wexler

Citations in the corpus

• Grammatical Abilities of Greek-Speaking Children with Autism (2014, result): “This finding is in contrast to Roberts et al. (2004), who showed better performance in children with SLI compared to language-impaired participants with ASD.”
• Defining language phenotypes in autism (2006, unknown): “Keywords: Autism; Language; Phonological processing; Grammar”
• Autism Spectrum Disorder and Specific Language Impairment: Overlaps in Syntactic Profiles (2016, result): “The finding that language impairment in ASD is less pronounced than it is in SLI contrasts with other reports, such as that provided by Roberts et al. (2004).”
• Comprehension of reflexive and personal pronouns in children with autism: A syntactic or pragmatic deficit? (2012, background): “…introduced in accounts of the optional infinitive stage (difficulties in marking the finiteness of verb; Wexler, 1993) in TD and SLI children, Roberts et al. (2004) reported that performance of children with autism was poorer than expected for their general level of both linguistic and…”