Motor functioning,exploration, visuospatial cognition and language development in preschool children with autism |
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| Institution: | 1. Department of Special Education: Centre for Cognitive and Motor Disabilities, Heidelberglaan 1, P.O. Box 80.140, 3508 TC Utrecht, The Netherlands;2. Department of Child and Adolescent Psychiatry, University Medical Centre Utrecht, The Netherlands;3. Department of Cognitive Neuroscience, Donders Institute for Brain, Cognition and Behavior, Radboud University Nijmegen, and Karakter Child and Adolescent Psychiatry University Centre, Nijmegen, The Netherlands;4. Youth Division, Altrecht Institute for Mental Health Care, Utrecht, The Netherlands;1. Carolina Institute for Developmental Disabilities, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina;2. Department of Computer Science, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina;3. Department of Psychiatry, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina;4. Department of Biostatistics, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina;5. Division of Speech and Hearing Sciences, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina;6. Department of Educational Psychology, University of Minnesota, Minneapolis, Minnesota;7. Institute of Child Development, University of Minnesota, Minneapolis, Minnesota;8. Department of Psychology, Temple University, Philadelphia, Pennsylvania;9. Center for Autism Research at the Children''s Hospital of Philadelphia, University of Pennsylvania, Philadelphia, Pennsylvania;10. Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania;11. Department of Psychiatry, Washington University in St. Louis, St. Louis, Missouri;12. Department of Radiology, University of Washington, Seattle, Washington;13. Department of Speech and Hearing Sciences, University of Washington, Seattle, Washington;14. Department of Pediatrics, University of Alberta, Edmonton, Alberta, Canada;1. Department of Psychology, University of Bologna, Via Berti Pichat, 5-40127 Bologna, Italy;2. Department of Psychology, University of Pittsburgh, USA;3. Department of Neuroscience, Imaging and Clinical Sciences, University of Chieti-Pescara, Italy;4. Neonatology and Neonatal Intensive Care Unit – S. Orsola-Malpighi Hospital, Department of Medical and Surgical Sciences, University of Bologna, Italy;1. Division of Developmental Medicine, Boston Children’s Hospital, 02215, United States;2. Harvard Medical School, 02215, United States;3. University of Massachusetts Medical School, 01655, United States;4. Chiltern International, 27513, United States;1. Child Psychopathology Unit, Scienti?c Institute, IRCCS Eugenio Medea Bosisio Parini, Italy;2. Developmental Psychopathology Unit, Vita-Salute San Raffaele University, Italy;3. Developmental and Cognitive Neuroscience Lab, Department of General Psychology, University of Padua, Italy;1. Karakter Child and Adolescent Psychiatry University Center, Nijmegen, the Netherlands;2. Radboud University Medical Center, Donders Institute for Brain, Cognition and Behavior, Nijmegen;3. Radboud University Medical Center, Donders Institute for Brain, Cognition and Behavior, and King''s College London, Medical Research Council Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, London;4. Radboud University, Nijmegen;1. Center for Language and Brain, HSE University, Moscow, Russia;2. Vinogradov Russian Language Institute, Russian Academy of Sciences, Moscow, Russia;3. Federal Resource Center for ASD, Moscow State University of Psychology and Education, Moscow, Russia;4. Institute of Linguistics, Russian Academy of Sciences, Moscow, Russia;5. Haskins Laboratories, New Haven, United States |
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| Abstract: | In order to understand typical and atypical developmental trajectories it is important to assess how strengths or weaknesses in one domain may be affecting performance in other domains. This study examined longitudinal relations between early fine motor functioning, visuospatial cognition, exploration, and language development in preschool children with ASD and children with other developmental delays/disorders. The ASD group included 63 children at T1 (Mage = 27.10 months, SD = 8.71) and 46 children at T2 (Mage = 45.85 months, SD = 7.16). The DD group consisted of 269 children at T1 (Mage = 17.99 months, SD = 5.59), and 121 children at T2 (Mage = 43.51 months, SD = 3.81). A subgroup nested within the total sample was randomly selected and studied in-depth on exploratory behavior. This group consisted of 50 children, 21 children with ASD (Mage = 27.57, SD = 7.09) and 29 children with DD (Mage = 24.03 months, SD = 6.42). Fine motor functioning predicted language in both groups. Fine motor functioning was related to visuospatial cognition in both groups and related to object exploration, spatial exploration, and social orientation during exploration only in the ASD group. Visuospatial cognition and all exploration measures were related to both receptive and expressive language in both groups. The findings are in line with the embodied cognition theory, which suggests that cognition emerges from and is grounded in the bodily interactions of an agent with the environment. This study emphasizes the need for researchers and clinicians to consider cognition as emergent from multiple interacting systems. |
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| Keywords: | Autism Fine motor functioning Exploration Visuospatial cognition Language |
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