Publications

Journal Articles

  1. Eberhardt. M. & Nadig, A. (2016). Reduced sensitivity to context in language comprehension: A characteristic of Autism Spectrum Disorders or of poor structural language abilities? Research in Developmental Disabilities, Special Issue Autism Plus vs. Only.
  2. Nadig A, Seth, S. & Sasson, M. (2015). Global Similarities and Multifaceted Differences in the Production of Partner-Specific Referential Pacts by Adults with Autism Spectrum Disorders, Frontiers in Psychology, 6:1888.
  3. Bang, J. & Nadig, A. (2015). Learning Language in Autism: Maternal Linguistic Input Contributes to Later Vocabulary. Autism Research, 8 (2), 214-223.
  4. Nadig, A., & Shaw, H. (2015). Acoustic marking of prominence: How do preadolescent speakers with and without high-functioning autism mark contrast in an interactive task? Language, Cognition and Neuroscience, 30 (1-2), 32-47.
  5. Bang, J., Burns, J. & Nadig, A. (2013). Conveying subjectivity in conversation: Mental state terms and personal narratives in typical development and children with high functioning autism. Journal of Autism and Developmental Disorders, 43 (7), 1732-1740.
  6. Bani Hani, H., Gonzalez-Barrero, A. & Nadig, A. (2013). Children's referential understanding of novel words and parent labelling behaviours: similarities across children with and without autism spectrum disorders. Journal of Child Language, 40 (5), 971-1002.
  7. Bourguignon, N., Nadig, A. & Valois, D. (2012). The Biolinguistics of Autism: Emergent Perspectives. Biolinguistics, 6 (2), 124-165.
  8. Nadig, A. & Shaw, H. (2011). Expressive prosody in high-functioning autism: Increased pitch range and what it means to listeners. Journal of Autism and Developmental Disorders, 42 (4), 499-511.
  9. Vivanti, G., McCormick, C., Young, G., Abucayan, F., Hatt., N., Nadig, A., Ozonoff, S. and Rogers, S. (2011). Intact and impaired mechanisms of action understanding in autism. Developmental Psychology, 47 (3), 841-856.
  10. Nadig, A., Lee, I., Singh, L., Bosshart, K. & Ozonoff, S. (2010). How does the topic of conversation affect verbal exchange and eye gaze? A comparison between typical development and high-functioning autism. Neuropsychologia, 48 (9), 2730-2739.
  11. Nadig, A., Vivanti, G. & Ozonoff, S. (2009). Object descriptions under different communicative demands: How do children with and without autism adapt? Autism Research, 2, 1-14.
  12. Vivanti, G., Nadig., A., Ozonoff, S., & Rogers, S.J. (2008). What to children with autism attend to during imitation tasks? Journal of Experimental Child Psychology, Special issue on Imitation in Autism, 101, 186-205.
  13. Nadig, A., Ozonoff, S., Young, G., Rozga, A., Sigman, M., & Rogers, S. J. (2007). A prospective study of response-to-name in infants at risk for autism. Archives of Pediatrics and Adolescent Medicine, Theme issue on Autism, 161(4), 378-383.
  14. Nadig, A., Ozonoff, S., Singh, L., Young, G., & Rogers, S. J. (2007). Do 6-month-old infants at risk for autism display an infant-directed speech preference? Proceedings of the 31st annual Boston University Conference on Language Development. Somerville, MA: Cascadilla Press.
  15. Nadig, A., Sedivy, J., Joshi, A. & Bortfeld, H. (2003). The development of discourse constraints on the interpretation of adjectives. Proceedings of the 27th annual Boston University Conference on Language Development. Somerville, MA: Cascadilla Press.
  16. Nadig, A., & Sedivy, J. (2002). Evidence of perspective-taking constraints in children's on-line reference resolution. Psychological Science, 13 (4), 329-336.

Selected Conference Presentations

  1. Bang, J., & Nadig, A. (2016, May). Word learning from referential gaze versus a moving arrow in children with or without autism. Talk to be presented at the Workshop on “The role of pragmatic factors in child language processing”, Berlin, Germany.
  2. Bang, J., & Nadig, A. (2016, May). Learning about objects from referential gaze versus arrows in children with or without ASD. Poster to be presented at the International Meeting for Autism Research in Baltimore, Maryland, United States.
  3. Gonzalez-Barrero, A. & Nadig, A. (2016, April). Language skills of simultaneous and sequential bilingual children with ASD. Poster presented at the Bilingual from Birth: Process, pedagogy and policy conference, Official Languages and Bilingualism Institute, University of Ottawa, Ottawa, Ontario, Canada.
  4. Nadig, A. & Towsely, K. (2015, October 2). Coordinating gaze with conversational turn-taking in children with Autism Spectrum Disorders. Paper presented at the Max Planck Institute for Psycholinguistics Workshop: Perspectives on the ontogeny of mutual understanding, Nijmegen, The Netherlands.
  5. Bang, J., & Nadig, A. (2015, July). Gaze versus arrows: Referential intent and word learning in children with autism spectrum disorders and typical development. Poster presented at the Child Language Symposium, Coventry, United Kingdom.
  6. Gonzalez-Barerro, A. & Nadig, A. (2015, May). Executive functioning in bilingual children with ASD: Are there advantages of being bilingual? Poster presented at the CUNY workshop on Bilingualism and Executive Function: An Interdisciplinary Approach, New York, NY, USA.
  7. Gonzalez-Barerro, A. & Nadig, A. (2015, March). Does being bilingual impact executive functions in Autism Spectrum Disorders? Poster presented at the 2015 Biennial Meeting of the Society for Research in Child Development, Philadelphia, Pennsylvania, USA.
  8. Bani Hani, H. & Nadig, A. (2015, March). Impaired implicit sequence learning in language-impaired children with autism but not children with SLI. Poster presented at the 2015 Biennial Meeting of the Society for Research in Child Development, Philadelphia, Pennsylvania, USA.
  9. Rees, K., Rvachew, S., Tausch, C. & Nadig, A. (2014, November). Relative engagement with print & e-books by typically developing & language-impaired children. Poster presented at the American Speech-Language-Hearing Association Conference, Orlando, Florida, USA.
  10. White, K., Flanagan, T. D., & Nadig, A. (2014, June). McGill Transition Support Program for young adults with ASDs: Preliminary Findings. Poster presentation at the 138th meeting of the American Association on Intellectual and Developmental Disabilities, Orlando, Florida.
  11. Bani Hani, H. & Nadig, A. (2014, November). Profile of memory & language abilities in language-impaired children with ASD. Poster to be presented at the American Speech-Language-Hearing Association Conference, Orlando, Florida.
  12. Gonzalez-Barrero, A. & Nadig, A. (2013, June). Parental questions during shared storybook reading with children with Autism Spectrum Disorders: Relationships with vocabulary growth. Poster presented at the 2013 Child Language Seminar, Manchester, United Kingdom.
  13. Flanagan, T., Nadig, A. & White, K. (2013, May). An assessment of needs to guide a transition support program for young adults with ASDs. Poster presented at the 12th Annual International Meeting for Autism Research, San Sebastian, Spain.
  14. Smith, S.C. & Nadig, A., (2012, May). Parent-child shared storybook reading for children with autism spectrum disorders: A comparison with typical development and relationships with child language. Poster presented at the 11th Annual International Meeting for Autism Research, Toronto, ON, Canada.

Book Chapters

  1. Nadig, A. & Bang, J. (in press). Caregiver input: how does the linguistic environment of children with ASD compare to that of language-matched typically-developing children? In L. Naigles (Ed.), Innovative Investigations of Language in Autism Spectrum Disorder, APA/Walter de Gruyter.
  2. Rees., K, Rvachew, S. & Nadig, A. (accepted). Adults and children make meaning together with e-books. In N. Kucirkova and G. Galloon (Eds.), Apps, technology and young learners: International evidence for teaching. Taylor &Francis/Routledge.

Invited Talks

  1. Nadig, A. (2015). The nurture side of the puzzle: parental language input to children with autism spectrum disorders. University of Connecticut, Psychology Department Developmental Colloquium, Storrs, Connecticut, USA, December 4.
  2. Nadig, A. (2015). Procedural memory and language learning in neurodevelopmental disorders. City University London, Department of Psychology Seminar, London, UK, October 20.
  3. Nadig, A. (2015). Multiple routes to language learning in autism spectrum disorders. University of Sheffield, Department of Psychology Seminar, Sheffield, UK, October 16.
  4. Nadig, A. (2015). Mechanisms underlying language learning in autism spectrum disorders. Royal Holloway, University of London, Department of Psychology Seminar, Egham, Surrey, UK, October 14.
  5. Gonzalez-Barerro, A. & Nadig, A. (2015). Lexical and morphological abilities in bilingual children with autism spectrum. Bilingual Morphology at the Crossroads Workshop, New Brunswick, New Jersey, USA, May 20.
  6. Nadig, A. (2015). Pragmatic impairments in autism are not black and white: Evidence from conversation. Université du Québec à Montréal, Le Département de linguistique, Journée de la pragmatique, Montréal, Québec, Canada, March 27.
  7. Nadig, A. (2014). Caregiver input: how does the linguistic environment of children with ASD compare to that of language-matched typically-developing children? University of Alberta Communication Sciences and Disorders Department Seminar, Edmonton, Alberta, Canada, October 26.