ELIZA

return kwic search for research out of >500 occurrences
280501 occurrences (No.89 in the rank) during 5 years in the PubMed. [cache]

329) Research shows that multisensory integration abilities continue developing late into childhood.

--- ABSTRACT ---

PMID:23985136 DOI:10.1093/cercor/bht213

2015 Cerebral cortex (New York, N.Y. : 1991)

* Severe multisensory speech integration deficits in high-functioning school-aged children with Autism Spectrum Disorder (ASD) and their resolution during early adolescence.

- Under noisy listening conditions, visualizing a speaker's articulations substantially improves speech intelligibility. This multisensory speech integration ability is crucial to effective communication, and the appropriate development of this capacity greatly impacts a child's ability to successfully navigate educational and social settings. Research shows that multisensory integration abilities continue developing late into childhood. The primary aim here was to track the development of these abilities in children with autism, since multisensory deficits are increasingly recognized as a component of the autism spectrum disorder (ASD) phenotype. The abilities of high-functioning ASD children (n = 84) to integrate seen and heard speech were assessed cross-sectionally, while environmental noise levels were systematically manipulated, comparing them with age-matched neurotypical children (n = 142). Severe integration deficits were uncovered in ASD, which were increasingly pronounced as background noise increased. These deficits were evident in school-aged ASD children (5-12 year olds), but were fully ameliorated in ASD children entering adolescence (13-15 year olds). The severity of multisensory deficits uncovered has important implications for educators and clinicians working in ASD. We consider the observation that the multisensory speech system recovers substantially in adolescence as an indication that it is likely amenable to intervention during earlier childhood, with potentially profound implications for the development of social communication abilities in ASD children.

--- ABSTRACT END ---

[
right
kwic]

[frequency of next (right) word to research]

(1)42 null	(14)7 that	(27)3 as	(40)2 from
(2)40 on	(15)6 by	(28)3 directions	(41)2 involving
(3)36 is	(16)6 to	(29)3 evidence	(42)2 participants,
(4)27 and	(17)5 projects	(30)3 have	(43)2 progress
(5)25 has	(18)4 culture	(31)3 method	(44)2 sponsored
(6)14 in	(19)4 design	(32)3 results	(45)2 the
(7)12 was	(20)4 findings	(33)3 shows	(46)2 topic
(8)11 are	(21)4 needs	(34)3 study	(47)2 towards
(9)11 should	(22)4 project	(35)3 will	(48)2 trends
(10)9 into	(23)4 questions	(36)2 efforts	(49)2 using
(11)9 with	(24)4 regarding	(37)2 examined	(50)2 we
(12)8 studies	(25)3 &	(38)2 focus	(51)2 work
(13)8 suggests	(26)3 aimed	(39)2 for

add keyword

--- WordNet output for research --- =>調査する, 研究(する), 探求, 調査, 捜索, 研究する Overview of noun research The noun research has 2 senses (first 2 from tagged texts) 1. (46) research -- (systematic investigation to establish facts) 2. (6) inquiry, enquiry, research -- (a search for knowledge; "their pottery deserves more research than it has received") Overview of verb research The verb research has 2 senses (first 1 from tagged texts) 1. (1) research -- (attempt to find out in a systematically and scientific manner; "The student researched the history of that word") 2. research, search, explore -- (inquire into; "the students had to research the history of the Second World War for their history project"; "He searched for information on his relatives on the web"; "Scientists are exploring the nature of consciousness") --- WordNet end ---