What’s in a name? A preliminary event-related potential study of response to name in preschool children with and without autism spectrum disorder
Open accessAbstract
The ability to selectively respond to one's own name is important for social and language development, and is disrupted in atypically developing populations (e.g., autism spectrum disorder). Research with typically developing samples using event-related potentials (ERPs) has demonstrated that the subject's own name (SON) is differentiated from other stimuli at both early sensory and later cognitive stages of auditory processing. While neural indices of response to name have been researched extensively in adults, no such studies have been conducted with typically developing preschool children or children with autism spectrum disorder (ASD). The present study investigated ERP response to name in a sample of typically developing (TD) preschoolers (n = 19; mean age = 4.3 years) as well as a small, exploratory comparison group of preschoolers with ASD (n = 13; mean age = 4.4 years). TD preschoolers exhibited significantly greater negativity to SON over frontal regions than to an unfamiliar nonsense name, consistent with the adult SON negativity component. This component was present whether the name was spoken by a parent or an unfamiliar adult, suggesting that it reflects SON-specific processing rather than broad self-relevant information processing. Comparing preschoolers with ASD to the TD children revealed a significant SON negativity component across both groups. The amplitude of the SON negativity response was significantly correlated with social variables in the ASD group, though these correlations did not survive correction for multiple comparisons. This study is the first to demonstrate the presence of the SON component in preschool children with and without ASD.
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Children with ASD present the ability to selectively respond to one's own name with greater negativity over frontal regions, reflecting early automatic pre-attentive detection, compared with TD peers.
“Children with ASD present the ability to selectively respond to one’s own name with greater negativity over frontal regions, reflecting early automatic pre-attentive detection (Thomas et al. 2019), when compared with TD peers.”
From Autism Spectrum Disorder and auditory sensory alterations: a systematic review on the integrity of cognitive and neuronal functions related to auditory processing (2023) · cites this paper as Thomas et al. 2019
The Discussion reports that children with ASD and typically developing (TD) children both showed a stronger SON negativity response to their own name than to a nonsense name, to approximately the same degree. The Methods locate this component over midline frontal sites, and the Introduction describes it as a believed index of pre-attentive detection. The paper does not support greater negativity in children with ASD than in TD peers; its findings are also preliminary. (LLM, conf=0.88)
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- Authors
- Thomas, R. P., Wang, L. A. L., Guthrie, W., Cola, M., McCleery, J. P., Pandey, J., Schultz, R. T., & Miller, J. S.
- Affiliations
- Children's Hospital of Philadelphia (US)
- Corresponding author
- Thomas, Rebecca P.
- ORCID
- Venue
- PLOS ONE
- Publisher
- Public Library of Science (PLoS)
- Published
- 2019-05-07
- Volume
- 14
- Issue
- 5
- Pages
- e0216051
- ISSN
- 1932-6203 (ISSN-L)
- PMC
- PMC6504183
- OpenAlex
- W2944083249
- Cited by
- 9
- References
- 47
- Citations by year
- 2026: 1 · 2024: 1 · 2023: 2 · 2022: 2 · 2021: 1 · 2020: 2
- FWCI
- 0.73
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- PLoS ONE (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (U54HD086984)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Keywords
- autism spectrum disorder, preschool children, event-related potentials, auditory processing, self-referential processing, social development (developmental psychology), language development
- MeSH terms
- Autism Spectrum Disorder, Acoustic Stimulation, Auditory Perception, Child Development, Child, Preschool, Evoked Potentials, Evoked Potentials, Auditory, Female, Humans, Male, Names, Recognition, Psychology
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