Modelos de situación espacial y procesamiento de anáforas durante la lectura en estudiantes universitarios con trastorno del espectro autista

• Autores: Nicolás Acuña Luongo, Valeria Arriaza
• Localización: Revista signos: estudios de lingüística, ISSN-e 0718-0934, ISSN 0035-0451, Vol. 57, Nº. 115, 2024, págs. 379-401
• Idioma: español
• DOI: 10.4151/s0718-09342024011501088
• Títulos paralelos:
  • Spatial situation models and anaphora processing during reading in college students with autism spectrum disorder
• Enlaces
  • Texto completo
• Resumen
  • español

    Comparamos el procesamiento de anáforas y la capacidad de integrar información espacial en un modelo de situación durante la lectura entre estudiantes universitarios dentro del trastorno del espectro autista (TEA) (N=20) y estudiantes con desarrollo típico (DT) (N=22). Diseñamos 24 textos narrativos divididos en dos condiciones: (1) referente anafórico espacialmente asociado al personaje principal y (2) referente anafórico espacialmente disociado. Analizamos diferentes medidas de movimiento ocular durante la lectura utilizando tecnología de eye -tracking. El análisis de modelos mixtos reveló diferencias significativas en el efecto de grupo, el efecto de condición y la interacción entre el grupo y la condición de varias medidas y áreas de interés en el texto. Los resultados mostraron un efecto facilitador en el procesamiento anafórico de la condición asociada, específicamente, para el grupo con DT. Sin embargo, este efecto no se observó en personas con TEA. Por último, discutimos los resultados en torno a la mayor prevalencia de problemas de organización perceptiva y dificultades para integrar información en un modelo de situación durante la lectura para personas con TEA.

  • English

    We compared anaphora processing and the ability to integrate spatial information into a situation model during reading among college students with autism spectrum disorder (ASD) (N=20) and typically developing (TD) students (N=22). We designed 24 380ACUÑA&ARRIAZAnarrative texts divided into two conditions: (1) anaphoric referent spatially associated with the main character and (2) anaphoric referent spatially dissociated. We analyzed different measures of eye movement during reading using eye-tracking technology. Mixed model analysis revealed significant differences in the group effect, the condition effect, and the interaction between the group and condition for various measures and areas of interest in the text. The results showed a facilitating effect in the anaphoric processing of the associated condition, specifically for the group with TD. However, this effect was not seen in people with ASD. Finally, we discuss the results regarding the higher prevalence of perceptual organization problems and difficulties to integrate information in a situation model during reading for people with ASD.

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