Pragmatic Skills Research Articles

Language, Theory of Mind and Cognitive skills in Arabic-speaking children with and without autism: Evidence from network and cluster analyses

IntroductionAutism spectrum disorder (ASD) is characterized by impairments in social interactions, social communication, and repetitive and stereotyped patterns of behavior. Previous studies have reported mixed findings regarding the links between language (i.e., phonology, morphosyntax, lexicon and pragmatics), theory of mind (ToM), executive functions (EFs), and central coherence measures in children with ASD. MethodsA total of 163 Palestinian-Arabic-speaking children aged 4-11 participated: 76 with ASD and 87 with typical language development (TLD). The children`s phonological, morphosyntactic, lexical, and pragmatic skills and verbal and non-verbal ToM abilities were evaluated. Additionally, cognitive assessments included non-verbal IQ, EF, and central coherence processing. ResultsGroup-level results showed that children with ASD scored lower than their TLD peers in all measures. Network analysis revealed robust interconnections between language, ToM, and cognitive skills in both groups. In autistic children, language was a central node, with pragmatics prevailing over morphosyntax and lexicon, while age was central in the TLD group. Cluster analysis identified four language clusters within the ASD group, demonstrating dissociations between language domains: (1) high performance across all domains, (2) moderate performance in phonology and morphosyntax with low pragmatic abilities, (3) moderate performance in phonology and lexicon with low morphosyntax and pragmatics, and (4) moderate phonology and lexicon with extremely poor morphosyntax and pragmatics. Autistic children with enhanced language abilities performed better in verbal and non-verbal ToM and EF tasks. ConclusionsOur findings underscore the variability in language, ToM, and cognitive profiles of autistic children, showing dissociation within and between different domains in some autistic children. These results offer insights for applied interventions.

Metapragmatic reflections of adolescents on gender in ironic interactions

IntroductionWhile verbal irony is a pragmatic skill that plays a very important role in social interactions, its development has not been sufficiently studied, especially in the context of the Spanish language. This research aims to generate a deeper understanding of the development of irony, specifically among Mexican adolescents. One of the pragmatic aspects identified as an important factor to consider in the comprehension and production of verbal irony is the gender of the participants involved in the communicative interaction. Prior research with adults indicates that ironic statements produced by men are generally associated with positive discursive functions, whereas those made by women are often perceived negatively. This study aims to analyze the metapragmatic reflections of 37 Mexican adolescents aged 12 and 15 years old (20 and 17 participants, respectively, half women) on how the gender of the interlocutors influences the use of irony in various communicative situations.MethodsParticipants were presented with eight written scenarios that concluded with a written ironic statement (in order to minimize the effects of prosody). The scenarios were counterbalanced to account for the type of ironic remark (critical or praise irony), the gender of the ironist, and the gender of the audience. Through a semi- structured oral interview, the adolescents' reflections and the rationale behind their responses were examined.ResultsThe results revealed significant differences in the interpretation of irony based on age, type of statement (criticism or praise), and the gender of the interlocutors, though not with respect to the gender of the audience. Additionally, a discrepancy was observed between the metapragmatic reflections expressed by adolescents regarding ironic statements and their actual interpretation of irony.DiscussionThese findings suggest that during adolescence, individuals develop an increasing capacity to consider factors related to gender roles that influence the pragmatic interpretation of ironic statements.

Disfluencies as a Window into Pragmatic Skills in Russian-Hebrew Bilingual Autistic and Non-Autistic Children

AbstractThere is little research on the production of speech disfluencies such as silent pauses, repetitions, self-corrections, and filled pauses (e.g., eh, em) in monolingual autistic children, and there is no data on this crucial part of speech production in bilingual autistic children. This study aims to address this gap by examining disfluency production in bilingual autistic and non-autistic children across two linguistically distinct languages, HL-Russian (the home language) and SL-Hebrew (the societal language). Fifty-one bilingual Russian-Hebrew-speaking autistic and non-autistic children aged 5–9 (autistic: n = 21; non-autistic: n = 30), matched for age and non-verbal intelligence, participated in picture-based story-generation tasks (LITMUS MAIN, Gagarina et al., ZAS Papers in Linguistics, 63:1–36, 2019). Audio recordings of narrative samples were transcribed, coded, and scored for eleven disfluency types using CLAN tools. The non-autistic group produced higher overall disfluency rate than the autistic group. The autistic group exhibited fewer filled and silent pauses than the non-autistic group in HL-Russian. Furthermore, non-autistic children manifested varied distribution of disfluency types across languages, while autistic children displayed more consistent patterns across languages. In summary, we replicated findings from previous research on monolinguals only partly, as no between-group difference in filled pauses was found in SL-Hebrew. Additionally, bilingual autistic children exhibited language-universal patterns of disfluency production, whereas their non-autistic peers displayed language-specific patterns.

Variability of theory of mind versus pragmatic ability in typical and atypical development

IntroductionNumerous studies have linked deficits in Theory of Mind (ToM) with language problems. We aimed to explore the similarities and differences between children's patterns of performance on a ToM task that requires minimal linguistic skill and a pragmatic inference task that relies on both ToM and language. We assessed variability in pragmatic inference skills and ToM across populations of children (8–14 years) displaying varying cognitive profiles. We further compared the sensitivity of ToM versus pragmatic ability to core language skills, memory and executive functioning (EF). MethodToM was tested using the Social Attribution Task (SAT-MC-II). Pragmatic ability was assessed in an implicature comprehension task. Receptive vocabulary, grammar comprehension, short-term and working memory (STM and WM) capacity and EF were measured using Hungarian adaptations of standard tasks and tests developed by the authors’ lab. In addition to typically developing (TD) children (n = 33), we included children with neurodevelopmental disorders where ToM and/or language abilities are vulnerable: autism spectrum disorder (ASD, n = 26), attention deficit hyperactivity disorder (ADHD, n = 25) and developmental language disorder (DLD, n = 18). ResultsResults revealed a significant but only moderate positive correlation between pragmatic inference and ToM indicating that the two abilities are related but distinct. The ASD group showed impairments in both ToM and pragmatic inference ability but no significant deficit was observed in ADHD or DLD relative to TD children in either skill. However, while SAT-MC-II results were only affected by verbal WM and vocabulary measures, pragmatic performance was associated with STM, verbal WM, EF, grammatical skills and vocabulary. ConclusionOur findings indicate that disentangling the contributions of different cognitive skills to ToM tasks may help clarify the role of ToM in language skills and identify distinct patterns of ToM and pragmatic skills in developmental disorders.

Pragmatic Strategies in Artistic Translation: Balancing Creativity and Cultural Adaptation

This study investigates the communicative-pragmatic aspects of artistic translation, focusing on how translators navigate the complexities of preserving the original text's artistic and aesthetic integrity while adapting it to a different cultural and linguistic context. Despite extensive research in translation studies, a systematic exploration of pragmatic motivations and strategies in artistic translation remains underdeveloped. This research addresses this gap by employing a comprehensive methodological approach that includes descriptive-analytical, semantic-stylistic, and literary analysis of original texts and their translations. The findings highlight the critical role of the translator's creative interpretation in maintaining the balance between fidelity to the original text and the need for cultural adaptation. The results demonstrate that pragmatic strategies significantly influence the translation process, particularly in how verbal-artistic information is transformed to resonate with the target audience. The study also suggests that these strategies are essential for achieving functional equivalence and preserving the artistic value of the original work. The implications of this research are significant for both translation theory and practice, emphasizing the need for enhanced training programs that focus on the development of creative and pragmatic skills in translators. Further research is recommended to explore the emotional and experiential dimensions of translation, as these aspects remain crucial yet underexplored in current literature.

Analyze How Children Acquire Language and the Cognitive Processes Involved, including the Role of Environmental and Social Factors

Language acquisition is a multifaceted process through which children develop the ability to understand, produce, and utilize language for communication. This study explores the cognitive processes and social factors involved in language development, with a focus on how environmental contexts such as home, school, and community shape these abilities. Utilizing a qualitative approach, the research draws from semi-structured interviews, observations, and case studies of 200 participants, including children, parents, and educators, to investigate the roles of phonological awareness, syntax, semantics, and pragmatics in language acquisition. The study is grounded in theoretical frameworks such as Vygotsky’s Sociocultural Theory, Bruner’s Interactionist Theory, and Piaget’s Cognitive Developmental Theory, which provide insights into the interaction of social, cognitive, and environmental factors. The research findings emphasize the importance of structured educational activities, a language-rich environment, and positive social interactions in fostering language development. The study reveals that children who engage in targeted phonological activities, such as rhyming games and sound manipulation tasks, exhibit stronger phonological skills, which are critical for early literacy. It also highlights how syntactic, semantic, and pragmatic skills develop through meaningful interactions with caregivers, peers, and teachers. Additionally, the research underscores the significant role of environmental factors, such as verbal interactions at home and interactive teaching methods in the classroom, in supporting language development. This study addresses gaps in the literature by integrating cognitive mechanisms with social interactions and examining the impact of contemporary contexts, including digital media, on language acquisition. The findings offer practical recommendations for educators and parents, emphasizing the need to create supportive language environments and foster interactive learning experiences. The research contributes to a deeper understanding of the interplay between cognitive processes and environmental influences in language acquisition, providing valuable insights for improving educational practices and supporting children’s linguistic development.

‘‘Language profile among Arabic-speaking children with attention deficit hyperactive disorder”

BackgroundChildren with ADHD were found to have language impairment in many studies. The way they use language in their everyday life may be affected, namely, the pragmatic aspect of language. Measuring the affected parameters in all aspects of language will help to reach better rehabilitation. Thus, this study set out to observe relationships between hyperactivity/impulsivity and inattention with all language domains in 30 Egyptian Arabic-speaking children with ADHD between 4 and ≤7 years old with the aim of better intervention. Children were evaluated to establish the diagnosis of ADHD and its type following the diagnostic criteria of the DSM-V criteria and the Conners’ Parent Rating Scale-Revised. Language abilities were assessed by the Pre-school Language Scale 4th edition (Arabic version), the Arabic articulation test, and the Egyptian Arabic Pragmatic Language Test. This assessment covered receptive and expressive language abilities and phonological and pragmatic skills. ResultsCompared to norms, it was found that the ADHD children who participated in this study had non-significant language delays in the parameters of the modified PLS-4 test. 70 % of the ADHD children had total pragmatic test scores below their 5th percentile, while 30 % of the children had total pragmatic test scores above their 5th percentile. 50 % of ADHD children failed to master certain sounds corresponding to their phonological age. A statistically significant negative correlation was observed between each of the inattention and hyperactivity/impulsivity scores and the receptive, expressive, total language ages, and pragmatic language scores. ConclusionChildren with ADHD in this study did not show major difficulties in areas beyond what would be expected in normally developing children. Most children with ADHD in the present study had problems with pragmatic language aspects that are correlated positively to ADHD symptoms. 50 % of ADHD children failed to master certain sounds corresponding to their chronological age.

Optimizing Medical English Teaching through Intercultural Competence: A Quantitative Analysis in Chinese Vocational Institutions

The purpose of this study is to investigate the effects of integrating cross-cultural competence into medical English teaching on improving the English learning outcomes of medical students in Chinese vocational colleges. Using quantitative research methods, a 16-week cross-cultural integration medical English teaching experiment was designed and implemented with 108 medical students in a vocational college. The 108 students were randomly divided into an experimental group and a control group. The experimental group was taught with cross-cultural content, while the control group was taught with traditional teaching methods. Before and after the study, students in both groups were tested on English listening, speaking, reading and writing skills, pragmatic skills, and intercultural competence. Through statistical analyses such as independent samples t-test, repeated measures ANOVA and structural equation modeling, the results of the study showed that: (1) the experimental group made significantly better progress than the control group in English listening, speaking, reading, writing, pragmatics, and cross-cultural competence; (2) cross-cultural competence partially mediated the improvement of the overall English proficiency; (3) cross-cultural competence had a significant impact on the experimental group's pragmatics and oral communication; and (4) cross-cultural competence had a significant impact on the experimental group's oral communication and pragmatics. s pragmatics and oral communication skills significantly. This study provides an evidence-based cross-cultural integration teaching model for medical English teaching, which can help Chinese vocational colleges and universities to cultivate medical talents with cross-cultural literacy to better meet the needs of international medical cooperation and communication.

The Influence of Social Media on Improving the Pragmatic Skills of EFL Saudi University Students

Social media platforms can be a gateway through which English as a foreign language (EFL) students gain access to the world of the target language, communicate with native speakers, and learn more about their culture. Against this background, the present study aims to investigate whether EFL students’ use of social media has impacted the development of their pragmatic competence and conversational skills. Sixty Saudi EFL students, aged 17 or older, studying in the English Language and Translation Department at the Saudi Electronic University participated in the study. Data were collected through an online questionnaire that assessed the participants’ perceptions of using social media networks to practice their English conversation skills. The results showed that social media use had a positive impact on the students’ pragmatic and conversational skills. Specifically, a significant proportion of the participants reported an awareness of conversational and pragmatic improvements resulting from social media use that may not be available in traditional classroom settings. These findings suggest that technology-assisted language learning, particularly learning using social media, should be incorporated into language instruction to improve EFL students’ pragmatic and conversational knowledge. In this regard, social media networks are especially valuable in providing authentic and meaningful language and interaction opportunities. Future research could examine other forms of technology-assisted language learning beyond social media and employ a mixed-methods approach to gain a more comprehensive understanding of the impact of mobile-assisted language learning (MALL) on EFL learners’ pragmatic and conversational proficiency.

Comparing pragmatic abilities across multiple languages in adults with ADHD: Insights from a self-report questionnaire

ABSTRACT Attention-Deficit/Hyperactivity Disorder (ADHD) is associated with pragmatic language impairments in children, but less is known about the communicative abilities of adults with ADHD, especially when using a second or third language. In this study, we developed a questionnaire to collect self-report measures of a set of pragmatic skills in a person’s first, second and third language, comparing adults with and without an ADHD diagnosis. One hundred seventy-nine multilingual adults with (N = 91) and without ADHD (N = 88) completed the survey. As predicted, adults with ADHD reported more pragmatic difficulties than the control group. More specifically, people with ADHD showed pronounced impairments in regulating their behaviour in spoken interactions in the form of excessive talking, frequently interrupting others, and speaking without thinking first. Notably, these types of hyperactive and impulsive behaviours were significantly reduced when people with ADHD communicated in a second or third language. For pragmatic difficulties related to inattention such as concentrating on a conversation, both groups tended to be more inattentive in their third language compared to their first and second language. The understanding of non-literal language was only affected by ADHD in the first language and was generally more taxing in a language with lower proficiency levels. Our study contributes to a more nuanced understanding of how ADHD affects different kinds of communicative abilities in multilingual adults. It also has implications for clinical practice, highlighting the importance of assessing symptoms of inattention, hyperactivity, and impulsivity in a person’s dominant language.

Pragmatic Competence in Second Language Learners

Purpose: The general objective of the study was to analyze pragmatic competence in second language learners. Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings reveal that there exists a contextual and methodological gap relating to pragmatic competence in second language learners. Preliminary empirical review revealed that pragmatic competence is crucial for effective communication in a second language, often lacking in learners despite their grammatical proficiency. Explicit instruction in pragmatic norms and strategies significantly improved learners' communication abilities. Cultural immersion and authentic language use were found essential for developing practical pragmatic skills. The study also highlighted the importance of considering individual differences, such as motivation and language aptitude, to tailor instruction and enhance pragmatic training effectively. Unique Contribution to Theory, Practice and Policy: The Speech Act Theory, Politeness Theory and Socio-Cultural Theory may be used to anchor future studies on pragmatic competence in second language learners. The study highlighted the need for a broader theoretical understanding that integrates sociolinguistics and cognitive sciences, recommended incorporating pragmatic skills into language curricula through authentic dialogues and interactive activities, and advocated for policies that prioritize pragmatic competence in language proficiency standards and assessments. It emphasized the importance of cross-cultural awareness and recommended collaborative efforts among educators, researchers, and policymakers to develop comprehensive frameworks. The study also suggested ongoing research to monitor the effectiveness of these changes and adapt educational practices accordingly.

Gender Differences in Language Acquisition Patterns among Adolescents in Japan

Purpose: The aim of the study was to analyze the gender differences in language acquisition patterns among adolescents in Japan Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: This study examines gender differences in language acquisition among Japanese adolescents. Males typically prefer informal methods like digital media for vocabulary, while females favor formal instruction. Females show stronger syntax, grammar, and pragmatic skills, driven by a greater interest in language learning for social reasons. Males' attitudes vary more, influenced by socioeconomic factors. Unique Contribution to Theory, Practice and Policy: Social learning theory, gender schema theory & critical feminist theory may be used to anchor future studies on the gender differences in language acquisition patterns among adolescents. By tailoring language instruction to the specific needs of male and female adolescents, educators can create more inclusive learning environments that support equitable language development. Policymakers should prioritize the integration of gender-sensitive language policies and initiatives within educational systems.

Evaluation of Indonesian to English Translation at the Undergraduate Level Using Componential Assessment

Background. The ability to translate is a crucial skill for EFL students and helps overcome language barriers. This study investigates the improvement of translation skills at Universitas Indraprasta PGRI and explains the types of componential assessment (skills assessment) as an effective translation strategy to increase students' proficiency. Purpose. This study aims to improve translation skills among students at Universitas Indraprasta PGRI by using componential assessment as a strategy to enhance their proficiency. Method. An undergraduate class of fifty students in a Translation course participated in this study. The research utilizes a sequential explanatory design, beginning with an Indonesian-to-English translation proficiency test followed by a content analysis of the translations. The study focuses on assessing lexical-semantic, cultural, pragmatic, and grammatical skills through componential assessment. Results. The quantitative results indicated that the quality of translations was generally poor. The primary reason for this was the participants' insufficient mastery of both Indonesian and English, which made achieving equivalency challenging. The qualitative analysis revealed that students faced difficulties in several areas:Lexical-semantic skills; Cultural skills; Pragmatic skills; Grammatical skills. Translation mistakes were predominantly found in grammar, specifically: Pluralization; Capitalization; Inflection of words; Present tense usage; Agreement between subject and verb participles; Use of demonstrative pronouns and fragments representing them. Conclusion. The findings of this study highlight the importance of effective translation teaching methods, particularly in Indonesian universities where students are expected to have a strong command of both Indonesian and English. Improving these methods can significantly enhance students' translation skills and overall language proficiency.

Conversation and pragmatics in children who are hard-of-hearing: a scoping review.

Technological and therapeutic advances have allowed many children who are born hard-of-hearing (HoH) to start school with age-appropriate spoken language skills, yet many of these children continue to find everyday conversations challenging. This scoping review maps the evidence related to development of conversation and pragmatic skills in children who are HoH and learning spoken language. The review followed Arksey and O'Malley's methodological framework and the PRISMA Extension for Scoping Reviews guidelines. Quality appraisal, data extraction, and thematic analysis were used to describe the data. Systematic searches identified 36 articles for inclusion. Sample sizes were small and heterogenous. Most studies focused on school-aged children with severe hearing loss or greater. Methodological rigor varied. Thematic analysis revealed two global themes. First, children who are HoH continue to find conversation and pragmatics difficult to master, and second, there are a set of audiological, communication, environmental, and demographic characteristics that are associated with better conversation and pragmatic outcomes, some of which are fixed, whereas others are malleable. Focused attention on designing valid and reliable assessments for conversation and pragmatic skills, and on developing therapeutic approaches targeting early conversation and pragmatic skill development, is needed to reduce the impact conversation and pragmatic differences across the lifespan.

ATTITUDES OF GREEK FRENCH LANGUAGE TEACHERS ON THE DISTANCE TEACHING OF FRENCH AS A FOREIGN LANGUAGE

The period of the pandemic and the imposed distance teaching in all educational institutions for almost two years changed the way of approaching the subjects on many levels. Teachers were called upon in difficult circumstances and under pressure to adapt their teaching materials, to prioritize their teaching techniques differently, to make use of the available modern and asynchronous communication platforms, restructuring their teaching accordingly. In this article we will present the results of a qualitative research conducted between March-May 2023 in the region of Thessaloniki, aiming to investigate the views of French teachers of public secondary and primary education on the distance teaching of French as a foreign language. The survey involved 20 permanent and contractual French language teachers who were teaching in secondary and primary education during the period of the health crisis. A semi-structured interview was used as a research instrument in order to have a question guide leading to specific answers. Specifically, the following axes, which are the research questions of the study, were posed: a) how did they organize the foreign language lesson during distance education and which teaching techniques were chosen; b) which tools of the WebEx educational platform were used; c) to what extent did they use the educational platforms e-class & E-me education; d) how did they evaluate the degree of development of students' linguistic communicative and pragmatic skills? e) what do they consider to be the main obstacles in distance teaching of foreign language? The teachers in the study have responded to the new challenging data, adapted their teaching practice and raised questions and concerns about distance teaching of French as a foreign language.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0118/a.php" alt="Hit counter" /></p>

Revolutionizing Business and Marketing Education: The MECCDAL Model and a Case Study from the American Institute of Business Experience Design

This article provides an in-depth analysis of the evolving landscape of business and marketing education, accentuated by technological advancements, globalization, and the emergence of digital competitors. I underscore the challenges confronting traditional educational institutions arising from tech giants like Google and innovative e-learning platforms such as Udemy. The exacerbation of these issues in the post-pandemic environment is marked by escalating mental health concerns, a deficiency in practical skills acquisition, shifting student preferences, and debates surrounding the value proposition of college tuitions and business qualifications. Despite efforts to integrate immersive technologies and experiential learning strategies, a noticeable absence of pragmatic skills and learner-centric pedagogies persists within higher education paradigms. I introduce MECCDAL—a holistic, execution-oriented seven-pillar framework tailored to navigate contemporary challenges within an AI-infused, mental wellness-aware post-pandemic context. MECCDAL is an acronym derived from Latin terminologies: M ens (mind), E xecutio (execution), C or (heart), C orpus (body), D igitus (digital), A nima (soul), and L ingua (language). Through a detailed case study conducted at the American Institute of Business Experience Design, I illustrate MECCDAL's efficacy in augmenting business and marketing educational delivery mechanisms while fostering both collective and individual well-being alongside enhanced innovation and implementation competencies among students.

Revising the Pragmatics Profile of Everyday Communication Skills for traumatic brain injury: An international Delphi study.

Assessment tools that assess pragmatic skills in adults with a mild-severe traumatic brain injury (TBI) are hard to access, not person-centred and have a high risk of clinician bias. The Pragmatics Profile is an informant report tool that was originally designed to assess pragmatic skills in people with a developmental disability. The aim of this study was to seek consensus from a panel of experts and create a version of the Pragmatics Profile for the TBI population. A three-round modified Delphi methodology panel of 13 experts were invited to comment anonymously on the suitability of each question from the Pragmatics Profile modified for those with TBI until ≥ 80% agreement was reached. The Pragmatics Profile (TBI) included 66 questions that achieved consensus after three rounds of the Delphi panel. Qualitative analysis illuminated themes relating to adults with TBI and the need to include contextual factors. The outcome of this project was a revised version of the Pragmatics Profile which is suitable for adults with a mild-severe TBI, informed by experts and freely available online. Future research exploring the tool's utility and acceptability is the next step in its evaluation. What is already known on this subject Assessment of the everyday functional use of language is challenging but vital. This is particularly true for those who have traumatic brain injury (TBI) where the communication outcomes can be highly variable and may include difficulties with conversational turn-taking, topic maintenance and reading social cues. There are limited tools available to clinicians and those tend to be rating scales or checklists which have a high risk of clinician bias. Available tools have a limited ability to capture the individual's personal social communication goals. What this paper adds to existing knowledge This study created an online Pragmatics Profile (PP) for TBI based on experts' opinions. This paper details the themes that emerged during the process of revising the PP for those with TBI. What are the potential or actual clinical implications of this work? The PP-TBI adds to the toolkit for speech and language therapists working with people with TBI. It meets recent recommendations in the literature to create an interview-based tool. The versatility of an online tool combined with revised input from a panel of experts increases the likelihood that clinicians will utilise this tool. Given the long-term use of the original PP by clinicians for almost 30 years and a focus on personalised care, the format and approach are also likely to be acceptable to clinicians.

Attention-sensitive signalling by 7- to 20-month-old infants in a comparative perspective.

Attention-sensitive signalling is the pragmatic skill of signallers who adjust the modality of their communicative signals to their recipient's attention state. This study provides the first comprehensive evidence for its onset and development in 7-to 20-month-olds human infants, and underlines its significance for language acquisition and evolutionary history. Mother-infant dyads (N = 30) were studied in naturalistic settings, sampled according to three developmental periods (in months); [7-10], [11-14], and [15-20]. Infant's signals were classified by dominant perceptible sensory modality and proportions compared according to their mother's visual attention, infant-directed speech and tactile contact. Maternal visual attention and infant-directed speech were influential on the onset and steepness of infants' communicative adjustments. The ability to inhibit silent-visual signals towards visually inattentive mothers (unimodal adjustment) predated the ability to deploy audible-or-contact signals in this case (cross-modal adjustment). Maternal scaffolding of infant's early pragmatic skills through her infant-directed speech operates on the facilitation of infant's unimodal adjustment, the preference for oral over gestural signals, and the audio-visual combinations of signals. Additionally, breakdowns in maternal visual attention are associated with increased use of the audible-oral modality/channel. The evolutionary role of the sharing of attentional resources between parents and infants into the emergence of modern language is discussed.

Assessment of pragmatic skills in adults with ADHD

Although Attention Deficit Hyperactivity Disorder (ADHD) is among the most common diagnoses in childhood, a formal diagnosis, frequently, is delayed until adulthood. As a result, the individuals who are not diagnosed in childhood miss out on the early treatment and may experience considerable social and pragmatic challenges, culminating in factors that impact their daily living, educational achievements and professional performance. Children and adolescents who do not receive an ADHD treatment carry their symptoms into adulthood, that typically result in functional and pragmatical difficulties. However, assessing pragmatic deficits in adults with ADHD presents challenges, stemming from various factors such as educational backgrounds, under-resourced family environments, compensatory mechanisms in individuals with high intelligence and the presence of other comorbid conditions. Consequently, overlooking pragmatic and functional difficulties can lead to significant social difficulties, which in turn may negatively impact their daily living, educational achievements and career progression. This study proposes a comprehensive and cost-effective approach to evaluating pragmatic skills in adults with ADHD, by adapting a systematic and standardized method, for the assessment of the pragmatic abilities, originally developed for neurotypical individuals by Acara and Bambini (2016). The results show the importance of incorporating this assessment tool into the diagnostic procedures for ADHD that can be further applied in the intervention programs. This assessment tool provides a valid onset criterion for advancing effective intervention programs that are focused on the pragmatic skills. Thus, this evaluation tool, first, can pinpoint pragmatic deficits within the ADHD community, and, second, can foster the development of the targeted intervention programs concentrated on enhancing pragmatic skills in the individuals with ADHD.

The development of social-conversational skills in children with autism spectrum disorder: similarities and differences with typically developing children and late talkers. Pilot study.

Many studies have emphasized the importance of the development of pragmatic skills in young children. Pragmatic deficits, reflected in poor conversational skills, are considered the hallmark of language impairment in Autism Spectrum Disorder (ASD). Our study has compared the assertive and responsive skills of a group of 600 typically developing children, 83 late talkers (LT) and 29 children with ASD (of which 24 boys and 5 girls) aged between 27 and 60 months using the questionnaires the "Child's First Vocabulary- Gestures, Words and Phrases"- PVB and "The Child's Socio-Conversational Skills"- ASCB. The analysis of the results showed that the socio-conversational abilities of children with autism improve with increasing age, that the gap in these abilities between children with typical development and those with ASD is very wide and the differences between the two samples are statistically significant. Moreover, the percentage of LTs with immature assertive and responsive skills is lower than the percentage of autistic children; in fact, despite difficulties in lexical and morphosyntactic development, the absence of deficits in social interaction allows LTs to perform better.