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Cited by 139Autism Spectrum Disorder ResearchChild and Animal Learning DevelopmentSocial Representations and Identity

Inner speech impairments in autism

Whitehouse, Andrew J.O., Maybery, Murray T., Durkin, Kevin·2006·Journal of Child Psychology and Psychiatry
DOI 10.1111/j.1469-7610.2006.01624.x
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Abstract

Background: Three experiments investigated the role of inner speech deficit in cognitive performances of children with autism. Methods: Experiment 1 compared children with autism with ability‐matched controls on a verbal recall task presenting pictures and words. Experiment 2 used pictures for which the typical names were either single syllable or multisyllable. Two encoding conditions manipulated the use of verbal encoding. Experiment 3 employed a task‐switching paradigm for which performance has been shown to be contingent upon inner speech. Results: In Experiment 1, children with autism demonstrated a lower picture‐superiority effect compared to controls. In Experiment 2, the children with autism showed a lower word‐length effect when pictures were presented alone, but a more substantial word‐length effect in a condition requiring overt labelling. In Experiment 3, articulatory suppression affected the task‐switching performance of the control participants only. Conclusions: Individuals with autism have limitations in their use of inner speech.

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Crossref · 10.1111/j.1469-7610.2006.01624.x

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  • Atypical ToM has for a long time been considered a core feature of autism spectrum disorder, but differences in inner speech in autism have only been studied relatively recently.

    “As a second example, atypical ToM has for a long time been considered a core feature of autism spectrum disorder (Baron-Cohen et al., 1985), but differences in inner speech in autism have only been studied relatively recently (Whitehouse et al., 2006; Wallace et al., 2009; Holland and Low, 2010).”

    From The brain's conversation with itself: neural substrates of dialogic inner speech (2016) · cites this paper as Whitehouse et al., 2006

  • To our knowledge, just four studies have examined task-switching in autism, and none found performance deficits.

    “To our knowledge, only four studies have investigated task-switching in people with autism and none of them reported performance deficits [40–43].”

    From The paradox of cognitive flexibility in autism (2009) · cites this paper as [43]

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Authors
Whitehouse, A. J. O., Maybery, M. T., & Durkin, K.
Affiliations
  • The University of Western Australia (AU)
  • University of Strathclyde (GB)
Corresponding author
Whitehouse, Andrew J.O.
ORCID
Venue
Journal of Child Psychology and Psychiatry
Publisher
Wiley
Published
2006-04-26
Volume
47
Issue
8
Pages
857-865
ISSN
  • 0021-9630 (ISSN-L)
  • 1469-7610
DOI
10.1111/j.1469-7610.2006.01624.x
OpenAlex
W1652226287
Cited by
139
References
32
Citations by year
2025: 6 · 2024: 5 · 2023: 2 · 2022: 3 · 2021: 4 · 2020: 6 · 2019: 6 · 2018: 6 · 2017: 10 · 2016: 10 · 2015: 8 · 2014: 10 · 2013: 7 · 2012: 14
FWCI
4.86
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations
  • Journal of Child Psychology and Psychiatry (publishedVersion)
  • PubMed (publishedVersion)
  • UWA Profiles and Research Repository (UWA) (submittedVersion)
Funders
Australian Research Council
Topics
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
  • Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
  • Social Sciences › Psychology › Social Psychology › Social Representations and Identity
Keywords
inner speech, autism spectrum disorder, verbal working memory, picture superiority effect, word length effect, verbal encoding, task switching, articulatory suppression, children with autism
MeSH terms
Attention, Autistic Disorder, Child, Female, Humans, Inhibition, Psychological, Intelligence Tests, Internal-External Control, Language Development Disorders, Male, Pattern Recognition, Visual, Problem Solving, Mental Recall, Reference Values, Semantics, Speech Disorders, Verbal Behavior, Verbal Learning

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