The Experts below are selected from a list of 19395 Experts worldwide ranked by ideXlab platform
Anne L. Foundas - One of the best experts on this subject based on the ideXlab platform.
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Impaired Gesture-Language Integration in Adolescents with Autism Spectrum Disorder (P4.209)
Neurology, 2017Co-Authors: Tracey A. Knaus, Jodi L. Kamps, Anne L. FoundasAbstract:Objective: To determine whether adolescents with autism spectrum disorder (ASD) differ from typically developing controls in Gesture-Language integration. Background: Left-lateralized networks mediate Language and Gestures (praxis representations). Communication and Language deficits are a core feature of ASD. Since Language and praxis networks are developmentally and functionally linked, we predicted that scores on a task integrating gestural and verbal information would be lower in ASD compared to controls and there would be a relationship between Language scores and Gesture-Language integration. Design/Methods: ASD (n=27) and Controls (n=22), 11–17 years, completed standardized Language tests and a Gesture-Language integration task. Subjects watched video clips and then chose the picture that best matched the video. Video conditions included: verbal-only (still image with audio, e.g.. ‘I cut it’), Gesture-only (person performing action-Gesture, e.g. gesturing cutting bread), and verbal-Gesture integration (person performing action-Gesture with audio). Individual scores for each condition and a multi-modal gain (MMG) score, which assesses the advantage of having both verbal and gestural information, were computed. Results: Controls had significantly higher scores on the Gesture condition ( p =.016) and a trend for higher scores on the integration condition ( p= .069) relative to ASD. A subgroup of adolescents with ASD (30%) did not demonstrate gain from the 2 modalities. Everyone in this subgroup had low expressive Language scores (below 1 standard deviation) and MMG scores correlated with expressive Language scores (Controls r=.470, p =.027, ASD r =.403, p =.041). Conclusions: Results show that ASD may be associated with impaired Gesture comprehension and integration with these deficits associated with Language skill. Although speculative, these performance deficits may be related to inefficiencies within the mirror neuron system. Further study is warranted to determine how these inefficiencies impact daily living and whether targeted interventions can improve Language abilities. Study Supported by: Louisiana Board of Regents Disclosure: Dr. Knaus has nothing to disclose. Dr. Kamps has nothing to disclose. Dr. Foundas has nothing to disclose.
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Gesture Comprehension and Language in Young Children with Autism Spectrum Disorder (P4.203)
Neurology, 2017Co-Authors: Tracey A. Knaus, Jodi L. Kamps, Anne L. FoundasAbstract:Objective: The purpose of this study was to examine Gesture-Language integration and Gesture comprehension in young children with autism spectrum disorder (ASD). Background: The ability to manipulate and use tools is a cognitive-motor milestone that leads to independence in daily activities. These praxis networks typically develop in toddlers as spoken Language emerges. Gesture production is impaired, but Gesture comprehension has not been examined in young ASD children. Design/Methods: Preschool and kindergarten aged children (ASD=22; Controls=14, 4–6 years) were administered standardized Language tests and Gesture interpretation tasks. In the Gesture-Language integration task participants were shown a toy and had to match a presented Gesture to a toy action in order to understand a made-up verb. In the Gesture comprehension task, the subject had to choose a picture after viewing the examiner perform a Gesture. Results: ASD children had lower Gesture integration scores than controls (F1,34=10.87, p=.002). Eight ASD children (36%) performed at or below chance on the Gesture condition relative to controls (0) (χ2=6.55, p=.011). Children performing above chance had higher Language scores (F2,19 =4.45, p=.026; Receptive: p=.009; Expressive: p=.007) than those who performed at or below chance. In ASD, Gesture-Language integration correlated with Gesture comprehension (r=.553, p=.009) and Language scores (Receptive: r=.672, p=.001; Expressive: r=.684, p Conclusions: Our results showed that young children with ASD have difficulty with Gesture interpretation. It is unclear whether semantic knowledge of tools-Gestures may explain some of these performance differences. Nevertheless, Gesture integration and comprehension was associated with Language skill, supporting the tenant that praxis and Language networks are functionally linked. A broken praxis network may contribute to challenges with Language learning and interventions targeting Gesture comprehension and not just production may enhance Language abilities in ASD. Study Supported by: Louisiana Board of Regents Disclosure: Dr. Knaus has nothing to disclose. Dr. Kamps has nothing to disclose. Dr. Foundas has nothing to disclose.
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Speech and Gesture are mediated by independent systems
Behavioral and Brain Sciences, 2005Co-Authors: Anna M. Barrett, Anne L. Foundas, Kenneth M. HeilmanAbstract:Arbib suggests that Language emerged in direct relation to manual gestural communication, that Broca's area participates in producing and imitating Gestures, and that emotional facial expressions contributed to Gesture-Language coevolution. We discuss functional and structural evidence supporting localization of the neuronal modules controlling limb praxis, speech and Language, and emotional communication. Current evidence supports completely independent limb praxis and speech/Language systems.
Anqi Xu - One of the best experts on this subject based on the ideXlab platform.
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a visual Language for robot control and programming a human interface study
International Conference on Robotics and Automation, 2007Co-Authors: Gregory Dudek, Junaed Sattar, Anqi XuAbstract:We describe an interaction paradigm for controlling a robot using hand Gestures. In particular, we are interested in the control of an underwater robot by an on-site human operator. Under this context, vision-based control is very attractive, and we propose a robot control and programming mechanism based on visual symbols. A human operator presents engineered visual targets to the robotic system, which recognizes and interprets them. This paper describes the approach and proposes a specific Gesture Language called "RoboChat". RoboChat allows an operator to control a robot and even express complex programming concepts, using a sequence of visually presented symbols, encoded into fiducial markers. We evaluate the efficiency and robustness of this symbolic communication scheme by comparing it to traditional Gesture-based interaction involving a remote human operator
Tracey A. Knaus - One of the best experts on this subject based on the ideXlab platform.
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Impaired Gesture-Language Integration in Adolescents with Autism Spectrum Disorder (P4.209)
Neurology, 2017Co-Authors: Tracey A. Knaus, Jodi L. Kamps, Anne L. FoundasAbstract:Objective: To determine whether adolescents with autism spectrum disorder (ASD) differ from typically developing controls in Gesture-Language integration. Background: Left-lateralized networks mediate Language and Gestures (praxis representations). Communication and Language deficits are a core feature of ASD. Since Language and praxis networks are developmentally and functionally linked, we predicted that scores on a task integrating gestural and verbal information would be lower in ASD compared to controls and there would be a relationship between Language scores and Gesture-Language integration. Design/Methods: ASD (n=27) and Controls (n=22), 11–17 years, completed standardized Language tests and a Gesture-Language integration task. Subjects watched video clips and then chose the picture that best matched the video. Video conditions included: verbal-only (still image with audio, e.g.. ‘I cut it’), Gesture-only (person performing action-Gesture, e.g. gesturing cutting bread), and verbal-Gesture integration (person performing action-Gesture with audio). Individual scores for each condition and a multi-modal gain (MMG) score, which assesses the advantage of having both verbal and gestural information, were computed. Results: Controls had significantly higher scores on the Gesture condition ( p =.016) and a trend for higher scores on the integration condition ( p= .069) relative to ASD. A subgroup of adolescents with ASD (30%) did not demonstrate gain from the 2 modalities. Everyone in this subgroup had low expressive Language scores (below 1 standard deviation) and MMG scores correlated with expressive Language scores (Controls r=.470, p =.027, ASD r =.403, p =.041). Conclusions: Results show that ASD may be associated with impaired Gesture comprehension and integration with these deficits associated with Language skill. Although speculative, these performance deficits may be related to inefficiencies within the mirror neuron system. Further study is warranted to determine how these inefficiencies impact daily living and whether targeted interventions can improve Language abilities. Study Supported by: Louisiana Board of Regents Disclosure: Dr. Knaus has nothing to disclose. Dr. Kamps has nothing to disclose. Dr. Foundas has nothing to disclose.
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Gesture Comprehension and Language in Young Children with Autism Spectrum Disorder (P4.203)
Neurology, 2017Co-Authors: Tracey A. Knaus, Jodi L. Kamps, Anne L. FoundasAbstract:Objective: The purpose of this study was to examine Gesture-Language integration and Gesture comprehension in young children with autism spectrum disorder (ASD). Background: The ability to manipulate and use tools is a cognitive-motor milestone that leads to independence in daily activities. These praxis networks typically develop in toddlers as spoken Language emerges. Gesture production is impaired, but Gesture comprehension has not been examined in young ASD children. Design/Methods: Preschool and kindergarten aged children (ASD=22; Controls=14, 4–6 years) were administered standardized Language tests and Gesture interpretation tasks. In the Gesture-Language integration task participants were shown a toy and had to match a presented Gesture to a toy action in order to understand a made-up verb. In the Gesture comprehension task, the subject had to choose a picture after viewing the examiner perform a Gesture. Results: ASD children had lower Gesture integration scores than controls (F1,34=10.87, p=.002). Eight ASD children (36%) performed at or below chance on the Gesture condition relative to controls (0) (χ2=6.55, p=.011). Children performing above chance had higher Language scores (F2,19 =4.45, p=.026; Receptive: p=.009; Expressive: p=.007) than those who performed at or below chance. In ASD, Gesture-Language integration correlated with Gesture comprehension (r=.553, p=.009) and Language scores (Receptive: r=.672, p=.001; Expressive: r=.684, p Conclusions: Our results showed that young children with ASD have difficulty with Gesture interpretation. It is unclear whether semantic knowledge of tools-Gestures may explain some of these performance differences. Nevertheless, Gesture integration and comprehension was associated with Language skill, supporting the tenant that praxis and Language networks are functionally linked. A broken praxis network may contribute to challenges with Language learning and interventions targeting Gesture comprehension and not just production may enhance Language abilities in ASD. Study Supported by: Louisiana Board of Regents Disclosure: Dr. Knaus has nothing to disclose. Dr. Kamps has nothing to disclose. Dr. Foundas has nothing to disclose.
Matthew L. Hall - One of the best experts on this subject based on the ideXlab platform.
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Pros and cons of blurring Gesture-Language lines: An evolutionary linguistic perspective.
The Behavioral and brain sciences, 2017Co-Authors: Matthew L. HallAbstract:The target article's emphasis on distinguishing sign from Gesture may resolve one important objection to Gesture-first theories of Language evolution. However, this approach risks undervaluing the gradual progression from nonLanguage to Language over hominin evolution, and in emerging sign systems today. I call for less emphasis on drawing boundaries and more emphasis on understanding the processes of change.
Audrey Thurm - One of the best experts on this subject based on the ideXlab platform.
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The Gesture–Language association over time in toddlers with and without Language delays:
Autism & Developmental Language Impairments, 2019Co-Authors: Stacy S Manwaring, Lauren Swineford, Danielle L Mead, Chih-ching Yeh, Yue Zhang, Audrey ThurmAbstract:Background and aimsYoung children with Language delays or other factors that heighten risk for autism spectrum disorder often show reduced Gesture use. In particular, deictic Gestures such as point...
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The Gesture–Language association over time in toddlers with and without Language delays
SAGE Publishing, 2019Co-Authors: Stacy S Manwaring, Lauren Swineford, Danielle L Mead, Chih-ching Yeh, Yue Zhang, Audrey ThurmAbstract:Background and aims Young children with Language delays or other factors that heighten risk for autism spectrum disorder often show reduced Gesture use. In particular, deictic Gestures such as pointing and showing are reported to be deficient in young children with autism spectrum disorder, and their use has been found to predict expressive vocabulary development. The first aim of this study was to examine the production of two types of Gestures (deictic and conventional) for two communicative functions (behavior regulation and joint attention) across two observational contexts in a sample of 18-month-old toddlers with significant Language delays compared to typical controls. The second aim was to examine if and how Gesture use (type and communicative function) at 18 months is associated with later receptive and expressive Language. Methods Toddlers with significant Language delays ( n = 30) or typical development ( n = 62) were drawn from longitudinal studies of early Language delay as a risk factor for autism spectrum disorder. Toddlers identified with early Language delay were classified based on a diagnosis of autism spectrum disorder ( n = 12) or non-autism spectrum disorder ( n = 18) after an evaluation at 36 months. Gestures were coded from video recordings of the Communication and Symbolic Behavior Scales Developmental Profile–Behavior Sample and a naturalistic parent–child interaction obtained at 18 months. Language outcomes included receptive and expressive age equivalents from the Mullen Scales of Early Learning and the number of words produced on the MacArthur–Bates Communicative Development Inventories. Results At 18 months, toddlers with Language delay showed reduced deictic and conventional Gesture use in both the Communication and Symbolic Behavior Scales Developmental Profile–Behavior Sample and parent–child interaction compared to toddlers with typical development. Within the Language delay group, toddlers with an autism spectrum disorder diagnosis at outcome also produced significantly fewer deictic Gestures than those without an autism spectrum disorder diagnosis across both communicative functions and observational contexts. While all groups of toddlers Gestured more in the Communication and Symbolic Behavior Scales Developmental Profile–Behavior Sample, the mean difference in Gesture use between the Communication and Symbolic Behavior Scales Developmental Profile–Behavior Sample and parent–child interaction was significantly larger in toddlers with typical development than Language delay for deictic Gestures, as compared to the difference between the two contexts for conventional Gestures. In the combined sample, a significant association was found between deictic Gestures used in the Communication and Symbolic Behavior Scales Developmental Profile–Behavior Sample and change in the number of words produced from 18 to 36 months, accounting for significant demographic and developmental confounders. Conclusions Findings show that early Language delay is associated with reduced deictic and conventional Gestures across observational contexts. Importantly, deictic Gesture use, but not conventional, was associated with the development of expressive Language in toddlers with and without Language delays. Implications Deictic Gestures play an important role in the development of expressive Language in toddlers, including those with Language delays. Assessment of young children with Language delays should include evaluation of types of Gestures used and communicative function of Gestures, with assessments utilizing communicative temptations yielding higher rates of Gesture production. Directly targeting both Gesture type and function in early intervention may be important in facilitating the development of Language