aparna [dot] nadig [at] mcgill [dot] ca (Email)
EducationBA Cognitive Studies, Lewis & Clark College, Reed College
MS Cognitive Science, Brown University
PhD Cognitive Science, Brown University
My research focuses on pragmatic development, social communication, and language and communication in individuals with autism spectrum disorders. I am especially interested in how we use multiple sources of information (visual, prosodic, from previous discourse, about our conversational partner) to arrive at a speaker’s intended meaning, and how we do this in real time, and what characteristics underlie this ability.
Current work in my lab examines:
- early word learning processes in autism spectrum disorders (ASD) and in typical development
- prosody and conversational interaction in pre-adolescent speakers with ASD
- the efficacy of our newly-developed Transition Support Program for young adults with ASD (in collaboration with Prof. Tara Flanagan, McGill Educational and Counselling Psychology)
- infants’ learning about objects from social cues versus repeated exposure (in collaboration with Prof. Kristine Onishi, McGill Psychology)
Nadig, A., & Shaw, H. (FirstView 2012). Acoustic marking of prominence: How do preadolescent speakers with and without high-functioning autism mark contrast in an interactive task? Language and Cognitive Processes.
Bang, J., Burns, J. & Nadig, A. (FirstView 2012). 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.
Bani Hani, H., Gonzalez-Barrero, A. & Nadig, A. (FirstView, Oct 2012). Children’s referential understanding of novel words and parent labelling behaviours: similarities across children with and without autism spectrum disorders. Journal of Child Language, 1-32.
Bourguignon, N., Nadig, A. & Valois, D. (2012). The Biolinguistics of Autism: Emergent Perspectives. Biolinguistics, 6 (2), 124-165.
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.
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.
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.
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.
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.
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.
Nadig, A. & Sedivy, J. (2002). Evidence of perspective-taking constraints in children's on-line reference resolution. Psychological Science, 13(4), 329-336.