1. Comprehension and production of clitics in high functioning children with Autism: Impaired syntax, discourse/pragmatics or prosody? Arhonto Terzi, TEI Western Greece, Patras Theodoros Marinis, University of Reading Konstantinos Francis, University of Athe ns GALA, N ANTES, 10-12/9/2015 1

2. Introduction Autism Spectrum Disorder (ASD) is a complex developmental disorder characterized by atypical communication, and restricted repetitive and stereotyped patterns of behavior, interests, and activities (ICD-10, WHO 1993). Language delays and impairments are also be part of the spectrum. However, research on language in autism has mainly focused on pragmatics and prosody. 2

3. Introduction Recently, grammar has been investigated, with mixed findings. Some claim that basic grammatical knowledge is generally intact in children with ASD. Grammatical problems are related to pragmatic challenges (e.g., Naigles, 2013). Others argue that the grammatical development of children with ASD is atypical (LeNormand et al., 2013; Perovic et al., 2013b). 3

4. Language in autism English speaking children with autism: lower performance in some domains of grammar: Tense morphology (optional infinitive), therefore, similarities with SLI in this respect ( Roberts et al. 2004 ); Passive sentences ( Perovic et al. 2008 ); Detecting violations (only) on two phenomena/omissions: -s, -ing ( Eigsti & Bennetto 2009 ); Reference of reflexive pronouns (Principle A of Binding Theory) ( Perovic et al., 2013a; 2013b ). 4

5. Language in autism Aims of this study: Investigate the acquisition of syntax in Greek-speaking high functioning children with ASD; Clarify on selective syntactic deficits of high-functioning children with ASD, and their potential relationship with other domains of language (pragmatics, prosody). 5

6. Language in autism: Greek Recent work on high functioning Greek-speaking children with autism reveals: Relative strengths: Comprehension of reflexive and full pronouns; Detecting case marking violations (Terzi, et al., 2012; 2014); Pragmatic abilities – speech acts, question asking (Marinis, et al., 2013). Relative weaknesses: Comprehension and production of clitic pronouns (Terzi, et al., 2012; 2014); Pragmatic abilities – contrastive reference, coherence in narratives (Marinis, et al., 2013). 6

7. Difficulties with pronominal clitics may reflect incomplete knowledge of the use of clitics due to: 1.A syntactic deficit. 2.Lack of knowledge of the discourse/pragmatic conditions under which clitics are used. 3.Lack of knowledge of the intonation patterns with which clitics are (or, are not) associated. Research Questions: Are the difficulties only with clitics or also with DPs? Do the difficulties reflect deficits in morpho-syntax, syntax, pragmatics or prosody? The answers are of interest beyond Greek. 7 Language in autism: clitics

8. Clitic environments A study of where clitics should or cannot be used. Simple Clitics Non-stress bearing elements, referring to a salient element in the discourse. (Anagnostopoulou 2007; Mavrogiorgos 2010 after Heim’s 1982 Prominence Condition) Clitic Left Dislocation Displaced DP in the beginning of the sentence. DP conveys old information, and is not the result of movement. DP and clitic are nevertheless related (via a predication chain). (Anagnostopoulou 1999; Cinque 1997) 8 Language in autism: clitics

9. Non-clitic environments Simple DPs Referring expressions usually providing new information. Focused DPs Displaced DPs in sentence initial position. DP bears special intonation (Focus accent), conveys new information and contrasts with an implicitly mentioned entity. The result of movement. No clitic is allowed. (Cinque 1997; Rizzi 1997) 9 Language in autism: clitics

10. The current study: Participants 10 20 high functioning children with ASD, Age: 5;5 to 8;8 years (Μ: 6;11, SD: 13.9, in months). Previous study: 20 children, Mean age: 6;08) 20 TD children, Age: 5;1 to 8;2 years (M: 6;7, SD:11.5, in months) Previous study: 20 children, Mean age: 6;09) ASD children were diagnosed with DSM-IV-TR criteria and ADOS (Lord et al. 2000) Each child with autism was matched with a TD child on the Greek PPVT (+/- 5 points).

11. The current study: baseline tasks 11 Baseline tasks Non-verbal abilities (Raven, 1998); Vocabulary (Greek PPVT); Morpho-syntax (DVIQ: Stavrakaki & Tsimpli, 2000). Working Memory Listening span Digit ordering span

12. The current study: experimental tasks 12 Comprehension (picture selection) a) Clitics, b) Clitic Left Dislocation (CLLD). Pseudo-random presentation of items. Production (with pictures) a) Clitics, b) DPs, c) CLLD, d) Focus, e) DPs. Conditions presented in blocks For each task (comprehension & production): 2 practice items; 6 items per condition;

13. Results – baseline tasks Non-verbal IQ 1 standard score Vocabulary 2 raw score Morpho- syntax 3 raw score Listening span raw score Digit span raw score Children with ASD [n=20] 104.8 80-130 SD: 18.2 92.9 76-123 SD: 14.9 20.75 15-24 SD: 0.52 4.6 0-12 SD: 4.06 7.9 0-24 SD: 5.9 Language controls [n=20] 95.5 80-115 SD: 7.9 93.1 74-122 SD: 14.7 21.4 17-24 SD: 0.46 4.8 0-11 SD: 4.02 8.4 5-17 SD: 3.5 p = 0.044ns 13 1 Raven’s colour matrices 2 Greek PPVT 3 DVIQ

14. Clitics O papus ton skepazi. the-nom grandpa-nom him-acc covers ‘Grandpa covers him.’ Clitics: comprehension 14 (Terzi, et al., 2012; 2014)

15. Clitics (Chondrogianni, Marinis, Edwards & Blom, 2014) [Introduction :Here is a wolf and a cat.] Question: What does the wolf do to the cat? Target answer:Τi filai. her-acc kisses ‘He kisses her.’ 15 Clitics: production – answer a question

16. Results – Clitics 16 Main effect of Group: TD children > ASD children Main effect of task: Comprehension > Production

17. Clitics: comprehension errors 17 O papus ton skepazi. the-nom grandpa-nom him-acc covers ‘Grandpa covers him.’ 7/0

18. Introduction :Here is a wolf and a cat. Question: What does the wolf do to the cat? Target answer:Τi filai. her-acc kisses ‘(He) kisses her.’ Error types DP: Filai ti gata [=kisses the cat] Omission: Filai [=kisses] Clitics: production errors 18 14/7 Out of 116 3/0 Out of 119

19. Clitic Left Dislocation Ton papu ton skepazi. the-acc grandpa-acc him-acc covers ‘He covers grandpa.’ CLLD: comprehension 19

20. Clitic Left Dislocation Introduction :Here is a cat, a wolf, and a goat. Question: Who kisses the cat? Target answer:Τi gata …. ti filai o likos. the cather-acc kisses the wolf. ‘It is the wolf that kisses her.’ 13 CLLD: production – answer a question, sentence completion task

21. Results – Clitic Left Dislocation 21 No main effect of Group, task or interactions: All groups perform equally well in the two conditions.

22. 22 Full DPs (1) [Introduction :Here is a wolf and a cat.] Question: What does the wolf do? Target answer:Agaliaziti gata. hugs the cat ‘He hugs the cat.’ DPs: production – answer a question

23. 23 DPs: production – answer a question Full DPs (2) [Introduction :Look at this picture.] Question: What does the wolf do? Target answer:Agaliaziti gata. hugs the cat ‘He hugs the cat.’

24. Focus [Introduction :Here is a sheep, a wolf and a cat.] Question: Who is the wolf hugging? Target answer:TI GATA …agaliazi o likos. the cathugs the wolf ‘It is the cat that the wolf hugs.’ Focus: production – answer a question, completion task 24 Prosodic cues of focused DP make the use of clitic ungrammatical

25. Results – DPs vs. Focus 25 Main effect of type Type x Group interaction: the two groups perform differently: For DP1 and DP2: ASD = TD For focus: ASD < TD TD children: DP1 < DP2 = focus ASD children: DP1=focus < DP2 Both groups benefit from context, fewer errors on DP2 than on DP1

26. [Introduction :Here is a wolf and a cat.] Question: What does the wolf do? Target answer:Agaliaziti gata. hugs the cat ‘He hugs the cat.’ Error types: Clitic:Tin agaliazi. [=her hugs] Reversal: Tin agaliazi i gata.[=her hugs the cat] Omission: Agaliazi.[=hugs] DP1: production errors 26 50/4/2 Out of 117 75/1 Out of 119 Mostly use of clitics in both groups

27. DP2: production errors 27 Question: What does the wolf do? Target answer:Agaliaziti gata. hugs the cat ‘(He) hugs the cat.’ Error types: Clitic:Tin agaliazi. [=her hugs] Reversal: Tin agaliazi i gata.[=her hugs the cat] Omission: Agaliazi. [=hugs] 3/4/3 Out of 119 8/3 Out of 120 Both groups benefit from context, fewer errors in DP2 than DP1, but ASD also reversals

28. Introduction :Here is a sheep, a wolf and a cat. Question: Who is the wolf hugging? Target answer:TI GATA …agaliazi o likos. the cathugs the wolf ‘It is the cat that the wolf hugs.’ Error types: Clitic: TI GATA … tin agaliazi o likos. Reversal: TI GATA … tin agaliazi to liko. SVO: TI GATA … o likos agaliazi ti gata. Focus: production errors 28 15/3/10 Out of 102 4/3/2 Out of 92 Mostly use of clitics in both groups

29. SUMMARY Children with ASD: Simple clitics: difficulties in comprehension (reversal) and production (DPs and omissions); CLLD: Relatively high comprehension and production (no difference from TD children); DPs: sensitive to the context in the production of DPs (very few errors, similar to TD; different errors depending on the discourse); Focus constructions: they don’t benefit from intonation in the production of (errors: clitics, SVO). 29

30. StructureTargetMorpho- Syntax DiscourseProsody CliticsClitic Old Information CLLDCiticClitic Chain Old Information DP1DPNew Information DP2DPNew Information FocusDPMovementNew information Focal stress 30 SUMMARY Problems with morpho-syntax of clitics? NO

31. StructureTargetMorpho- Syntax DiscourseProsody CliticsClitic Old Information CLLDCiticClitic Chain Old Information DP1DPNew Information DP2DPNew Information FocusDPMovementNew information Focal stress 31 SUMMARY Problems with discourse? NO

32. StructureTargetMorpho- Syntax DiscourseProsody CliticsClitic Old Information CLLDCiticClitic Chain Old Information DP1DPNew Information DP2DPNew Information FocusDPMovementNew information Focal stress 32 SUMMARY Problems with prosody? Possible or a combination of several factors

33. 33 CONCLUSION Greek-speaking high-functioning children with ASD have difficulties not only with clitics but also with DPs; Clitics: not-sensitive to the context of clitics (perhaps problems with Salience Condition, Heim 1982) DPs: Prosody or Movement or both; Difficulty to map Focus accent to new information; Aligning syntactic, discourse, prosodic information.

34. ACKNOWLEDGEMENTS This research has been co-financed by the European Union (European Social Fund - ESF) and Greek national funds through the Operational Program "Education and Lifelong Learning" of the National Strategic Reference Framework (NSRF) - Research Funding Program: ARCHIMEDES III. Investing in knowledge society through the European Social Fund. We thank: Τhe clinics in Athens and Patras. Τhe 6 th and the 19 th and Public Schools and the 42 nd Public kindergarten in Patras. Τhe children that participated and their parents. 34