ABSTRACT

This Special Issue on linguistic and cognitive development in children with autism spectrum disorder (ASD) arose from the 42nd Boston University Conference on Language Development (BUCLD) (2017), when Jeannette Schaeffer, Stephanie Durrleman, and Inge-Marie Eigsti organized a symposium on this topic. It shows that the study of language development in ASD provides a unique perspective on the associations between the development of syntax, pragmatics, intelligence, theory of mind, and working memory. In addition, it emphasizes the importance of studying children with ASD across the spectrum and across research groups. Such research serves to address an important question in (typical) language acquisition—whether the acquisition of pragmatics and/or syntax requires general intelligence, working memory, phonological memory, and theory of mind, or vice versa.

摘要

本期关于自闭症谱系障碍 (ASD) 儿童语言和认知发展的特刊起源于第 42 届波士顿大学语言发展会议 (BUCLD) (2017)，当时 Jeannette Schaeffer、Stephanie Durrleman 和 Inge-Marie Eigsti 组织了一次关于这个话题。它表明，对 ASD 语言发展的研究为句法、语用学、智力、心智理论和工作记忆的发展之间的关联提供了独特的视角。此外，它强调了跨领域和跨研究小组研究 ASD 儿童的重要性。此类研究旨在解决（典型）语言习得中的一个重要问题——语用学和/或句法的习得是否需要一般智力、工作记忆、语音记忆和心智理论，