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The Development of Turn‐Taking Skills in Typical Development and Autism.

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Title: The Development of Turn‐Taking Skills in Typical Development and Autism.
Authors: Fusaroli, Riccardo1,2,3 (AUTHOR) fusaroli@gmail.com, Cox, Christopher1,2 (AUTHOR), Weed, Ethan1,2 (AUTHOR), Szabó, Balázs István1 (AUTHOR), Fein, Deborah4 (AUTHOR), Naigles, Letitia4 (AUTHOR)
Source: Cognitive Science. Jul2025, Vol. 49 Issue 7, p1-38. 38p.
Subject Terms: *Autism, *Parent-child relationships, *Conversation, Social interaction, Social skills, Speech
Abstract: Social interaction depends on turn‐taking and adapting to one's conversational partner, yet little is known about the typical and atypical development of these abilities. We investigated this in a longitudinal corpus of spontaneous speech in 64 parent–child dyads: 32 typically developing children (20.27 months at start, six girls, 24 White) and 32 with autism (linguistically matched, 32.76 months, four girls, 31 White). Contrary to prior studies, children with autism responded 189 ms faster on average than typically developing children due to more overlapping speech. Latency decreased in both groups (47–78 ms every 4 months) and depended on individual differences in socio‐cognitive, linguistic, and motor skills, which for autism explained all variance by age. Both groups equally adapted their tempo to their interlocutors. With robust conceptualization and modeling techniques, we highlight the importance of overlapping speech, show that latencies in autism might be faster than in typical development and situate turn‐taking into fine‐grained developmental and interpersonal contexts. [ABSTRACT FROM AUTHOR]
Copyright of Cognitive Science is the property of Wiley-Blackwell 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.)
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  Data: The Development of Turn‐Taking Skills in Typical Development and Autism.
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  Data: <searchLink fieldCode="JN" term="%22Cognitive+Science%22">Cognitive Science</searchLink>. Jul2025, Vol. 49 Issue 7, p1-38. 38p.
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  Data: *<searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br />*<searchLink fieldCode="DE" term="%22Parent-child+relationships%22">Parent-child relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Conversation%22">Conversation</searchLink><br /><searchLink fieldCode="DE" term="%22Social+interaction%22">Social interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Social+skills%22">Social skills</searchLink><br /><searchLink fieldCode="DE" term="%22Speech%22">Speech</searchLink>
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  Data: Social interaction depends on turn‐taking and adapting to one's conversational partner, yet little is known about the typical and atypical development of these abilities. We investigated this in a longitudinal corpus of spontaneous speech in 64 parent–child dyads: 32 typically developing children (20.27 months at start, six girls, 24 White) and 32 with autism (linguistically matched, 32.76 months, four girls, 31 White). Contrary to prior studies, children with autism responded 189 ms faster on average than typically developing children due to more overlapping speech. Latency decreased in both groups (47–78 ms every 4 months) and depended on individual differences in socio‐cognitive, linguistic, and motor skills, which for autism explained all variance by age. Both groups equally adapted their tempo to their interlocutors. With robust conceptualization and modeling techniques, we highlight the importance of overlapping speech, show that latencies in autism might be faster than in typical development and situate turn‐taking into fine‐grained developmental and interpersonal contexts. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Cognitive Science is the property of Wiley-Blackwell 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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        Value: 10.1111/cogs.70082
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      – SubjectFull: Conversation
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              Text: Jul2025
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