Les traits autistiques, l'efficacite communicative et les biais sociaux faconnent l'apprentissage des langues chez les apprenants autistes et allistes

Auteurs

Résumé

Resume Il existe de nombreuses preuves que les mecanismes cognitifs individuels actifs pendant l'apprentissage et l'utilisation des langues peuvent contribuer a l'evolution du langage. Par exemple, des travaux experimentaux suggerent que les apprenants reduiront le marquage casuel dans une langue ou les roles grammaticaux sont indiques de maniere fiable par un ordre fixe des mots, une correlation observee de facon robuste dans les langues du monde. Cependant, ces recherches supposent souvent une homogeneite parmi les apprenants et les utilisateurs de langues, ou du moins n'approfondissent pas les differences individuelles de comportement. Pourtant, il est de plus en plus clair que les utilisateurs de langues varient de nombreuses manieres : par leur culture, leurs caracteristiques demographiques et, point crucial pour les presentes fins, en termes de diversite cognitive. Ici, nous examinons comment la neurodiversite influence le comportement dans une tache experimentale semblable a celle resumee ci-dessus, et comment ce comportement interagit avec les pressions sociales. Nous constatons a la fois des similitudes et des differences entre des personnes anglophones autistes et non autistes, ce qui suggere que la neurodiversite peut influencer le changement linguistique en laboratoire. Cela souligne a son tour le potentiel de futures recherches sur le role des populations neurodivergentes dans l'evolution du langage plus generalement.

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