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Who do you refer to? How young students with mild intellectual disability confront anaphoric ambiguities in texts and sentences.

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Title: Who do you refer to? How young students with mild intellectual disability confront anaphoric ambiguities in texts and sentences.
Authors: Tavares, Gema1 tavares@gym-wst.de, Fajardo, Inmaculada1, Ávila, Vicenta1, Salmerón, Ladislao1, Ferrer, Antonio1
Source: Research in Developmental Disabilities. Mar2015, Vol. 38, p108-124. 17p.
Subject Terms: *Intellectual disabilities, *Anaphora (Linguistics), Mental health, Metacognitive therapy, Patient management, Psychology
Abstract: Along 2 experiments we tested the anaphoric pronoun resolution abilities of readers with intellectual disability in comparison with chronological and reading age-matched groups. In Experiment 1, the anaphor test of Elosúa, Carriedo, and García-Madruga (2009) confirmed that readers with intellectual disability (ID) are slower than control readers resolving clitic anaphoric pronouns, especially when the use of morphological cues (e.g. gender) is necessary. In order to test if the poor performance could be due to low levels of metacognitive skills during reading, an inconsistency detection task combined with eye tracking was designed in Experiment 2. Participants read short texts with an anaphoric pronoun in the fifth sentence, either morphologically (gender) consistent or not with the information provided in the second sentence. The scores in the anaphor comprehension questions presented after the text confirmed that readers with ID are affected by the gender inconsistency but they are unable to explicitly report it and recover from it, as the number of re-fixations after reading the critical sentence suggests. As their answers to the explicit detection questions showed, the adults control group did not show any preference for morphosyntax or semantics in spite of being aware of the inconsistency. In sum, both groups of readers with and without ID are affected by inconsistencies, but ID readers do not have appropriate metacognitive skills to explicitly identify the source of the inconsistency and fix it. [ABSTRACT FROM AUTHOR]
Copyright of Research in Developmental Disabilities is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: Who do you refer to? How young students with mild intellectual disability confront anaphoric ambiguities in texts and sentences.
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  Data: <searchLink fieldCode="AR" term="%22Tavares%2C+Gema%22">Tavares, Gema</searchLink><relatesTo>1</relatesTo><i> tavares@gym-wst.de</i><br /><searchLink fieldCode="AR" term="%22Fajardo%2C+Inmaculada%22">Fajardo, Inmaculada</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Ávila%2C+Vicenta%22">Ávila, Vicenta</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Salmerón%2C+Ladislao%22">Salmerón, Ladislao</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Ferrer%2C+Antonio%22">Ferrer, Antonio</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Research+in+Developmental+Disabilities%22">Research in Developmental Disabilities</searchLink>. Mar2015, Vol. 38, p108-124. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Intellectual+disabilities%22">Intellectual disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Anaphora+%28Linguistics%29%22">Anaphora (Linguistics)</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+health%22">Mental health</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognitive+therapy%22">Metacognitive therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Patient+management%22">Patient management</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink>
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  Data: Along 2 experiments we tested the anaphoric pronoun resolution abilities of readers with intellectual disability in comparison with chronological and reading age-matched groups. In Experiment 1, the anaphor test of Elosúa, Carriedo, and García-Madruga (2009) confirmed that readers with intellectual disability (ID) are slower than control readers resolving clitic anaphoric pronouns, especially when the use of morphological cues (e.g. gender) is necessary. In order to test if the poor performance could be due to low levels of metacognitive skills during reading, an inconsistency detection task combined with eye tracking was designed in Experiment 2. Participants read short texts with an anaphoric pronoun in the fifth sentence, either morphologically (gender) consistent or not with the information provided in the second sentence. The scores in the anaphor comprehension questions presented after the text confirmed that readers with ID are affected by the gender inconsistency but they are unable to explicitly report it and recover from it, as the number of re-fixations after reading the critical sentence suggests. As their answers to the explicit detection questions showed, the adults control group did not show any preference for morphosyntax or semantics in spite of being aware of the inconsistency. In sum, both groups of readers with and without ID are affected by inconsistencies, but ID readers do not have appropriate metacognitive skills to explicitly identify the source of the inconsistency and fix it. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Research in Developmental Disabilities is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Mar2015
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