mind and it coreferences with the following pronoun it. Pronouns tend to refer back to the salient object within the sentence, such as my brush in sentence (i). Furthermore, the more active an antecedent representation is the more it is readily available for interpretation when a pronoun emerges, which are then useful for operations such as pronoun resolution. (ii) "Where is my black bag with my brush and my hairties in it? Have you seen it?" In sentence (ii), my brush is less prominent as there are other objects within the sentence that are more prominent, such as my black bag. The antecedent my black bag is more active in the representation in the comprehender's mind, as it is more prominent, and coreference for the pronoun it with the antecedent my brush is harder. Based on findings from memory retrieval studies, Foraker suggests that prominent antecedents have a higher retrieval time when a following pronoun is introduced. Furthermore, when sentences are syntactically clefted, antecedent representations, such as pronouns, become more distinctive in working memory, and are easily integrable in subsequent discourse operations. In other words, antecedent pronouns, when placed in the beginning of sentences, are easier to remember as it is held within their focal attention. Thus, the sentences are easily interpreted and understood. They also found that gendered pronouns, such as he/she, increases the prominence compared to unambiguous pronouns, such as it. In addition, noun phrases also become more prominent in representation when syntactically clefted. It has also been suggested that there is a relationship between antecedent retrieval and its sensitivity to c-command restraints on quantificational binding, and that c-command facilitates the relational information, which help to retrieve antecedents and distinguish them from quantificational phrases that allows bound variable pronoun readings from quantificational phrases that do not. Autism Recent research by Khetrapal and Thornton (2017) questioned whether children with Autism Spectrum Disorders (ASD) are capable of computing the hierarchical structural relationship of c-command. Khetrapal and Thornton brought up the possibility that children with ASD may be relying on a form of linear strategy for reference assignment. The study aimed to investigate the status of c-command in children with ASD by testing participants on their interpretation of sentences which incorporated the usage of c-command and a linear strategy for reference assignment. Researchers found that children with high-functioning autism (HFA) did not show any difficulties with computing the hierarchical relationship of