Skip to main content
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Journal of Autism and Developmental Disorders 2/2010

01-02-2010 | Brief Report

Brief Report: Are Children with Autism Proficient Word Learners?

Auteurs: Tessa E. Franken, Charlie Lewis, Stephanie A. Malone

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 2/2010

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

Many approaches to word learning argue for the importance of joint attention and other social-pragmatic abilities. This study explored word learning in children with autism (CWA), by examining it in ostensive and non-ostensive contexts, tested through both comprehension and elicited production. Novel nouns were taught to 17 CWA and 13 children with moderate learning difficulties (MLD) using an adapted version of Tomasello and Barton’s (Developmental Psychology, 30: 639–650, 1994) search paradigm. In elicited production for words learnt within an ostensive context, CWA performed at a significantly higher level than MLD children. This is contrary to prior findings and suggests that word learning abilities in CWA have been underestimated.
Literatuur
go back to reference Alloway, T. P., & Temple, K. J. (2007). A comparison of working memory skills and learning in children with developmental coordination disorder and moderate learning difficulties. Applied Cognitive Psychology, 21, 473–487. CrossRef Alloway, T. P., & Temple, K. J. (2007). A comparison of working memory skills and learning in children with developmental coordination disorder and moderate learning difficulties. Applied Cognitive Psychology, 21, 473–487. CrossRef
go back to reference American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: American Psychiatric Association. American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: American Psychiatric Association.
go back to reference Baldwin, D. A. (1993). Infants’ ability to consult the speaker for clues to word reference. Journal of Child Language, 20, 395–418. CrossRefPubMed Baldwin, D. A. (1993). Infants’ ability to consult the speaker for clues to word reference. Journal of Child Language, 20, 395–418. CrossRefPubMed
go back to reference Baron-Cohen, S. (1989). Perceptual role-taking and protodeclarative pointing in autism. British Journal of Developmental Psychology, 7, 113–127. Baron-Cohen, S. (1989). Perceptual role-taking and protodeclarative pointing in autism. British Journal of Developmental Psychology, 7, 113–127.
go back to reference Bartolucci, G., Pierce, S., Steiner, D., & Eppel, P. T. (1976). Phonological investigation of verbal autistic and mentally retarded subjects. Journal of Autism & Child Schizophrenia, 6, 303–316. CrossRef Bartolucci, G., Pierce, S., Steiner, D., & Eppel, P. T. (1976). Phonological investigation of verbal autistic and mentally retarded subjects. Journal of Autism & Child Schizophrenia, 6, 303–316. CrossRef
go back to reference Bloom, P. (2001). How children learn the meanings of words. Cambridge, MA: MIT Press. Bloom, P. (2001). How children learn the meanings of words. Cambridge, MA: MIT Press.
go back to reference Boucher, J. (1978). Echoic memory capacity in autistic children. Journal of Child Psychology and Psychiatry, 19, 161–166. CrossRefPubMed Boucher, J. (1978). Echoic memory capacity in autistic children. Journal of Child Psychology and Psychiatry, 19, 161–166. CrossRefPubMed
go back to reference Carpenter, M., & Tomasello, M. (2000). Joint attention, cultural learning and language acquisition. In A. M. Wetherby & B. M. Prizant (Eds.), Autism spectrum disorders: A transitional developmental perspective (Vol. 9, pp. 31–53). Baltimore: Brookes Publishing. Carpenter, M., & Tomasello, M. (2000). Joint attention, cultural learning and language acquisition. In A. M. Wetherby & B. M. Prizant (Eds.), Autism spectrum disorders: A transitional developmental perspective (Vol. 9, pp. 31–53). Baltimore: Brookes Publishing.
go back to reference Charman, T., Baron-Cohen, S., Swettenham, J., Baird, G., Drew, A., & Cox, A. (2003). Predicting language outcome in infants with autism and pervasive developmental disorder. International Journal of Language & Communication Disorders, 38, 265–285. CrossRef Charman, T., Baron-Cohen, S., Swettenham, J., Baird, G., Drew, A., & Cox, A. (2003). Predicting language outcome in infants with autism and pervasive developmental disorder. International Journal of Language & Communication Disorders, 38, 265–285. CrossRef
go back to reference Frith, U. (1989). Autism: Explaining the enigma. Oxford: Basil Blackwell. Frith, U. (1989). Autism: Explaining the enigma. Oxford: Basil Blackwell.
go back to reference Hale, C. M., & Tager-Flusberg, H. (2005). Brief report: The relationship between discourse deficits and autism symptomatology. Journal of Autism and Developmental Disorders, 35, 519–524. CrossRefPubMed Hale, C. M., & Tager-Flusberg, H. (2005). Brief report: The relationship between discourse deficits and autism symptomatology. Journal of Autism and Developmental Disorders, 35, 519–524. CrossRefPubMed
go back to reference Happé, F. (1993). Communicative competence and theory of mind in autism: A test of relevance theory. Cognition, 48, 101–119. CrossRefPubMed Happé, F. (1993). Communicative competence and theory of mind in autism: A test of relevance theory. Cognition, 48, 101–119. CrossRefPubMed
go back to reference Hobson, R. P. (1993). Autism and the development of mind. Hove, East Sussex: Lawrence Erlbaum. Hobson, R. P. (1993). Autism and the development of mind. Hove, East Sussex: Lawrence Erlbaum.
go back to reference Jones, E. A., & Carr, E. G. (2004). Joint attention in children with autism: Theory and intervention. Focus on Autism and Other Developmental Disabilities, 19(1), 13–26. CrossRef Jones, E. A., & Carr, E. G. (2004). Joint attention in children with autism: Theory and intervention. Focus on Autism and Other Developmental Disabilities, 19(1), 13–26. CrossRef
go back to reference Kjelgaard, M., & Tager-Flusberg, H. (2001). An investigation of language impairments in autism: Implication for genetic subgroups. Language and Cogntive Process, 16, 287–308. CrossRef Kjelgaard, M., & Tager-Flusberg, H. (2001). An investigation of language impairments in autism: Implication for genetic subgroups. Language and Cogntive Process, 16, 287–308. CrossRef
go back to reference Lord, C., & Paul, R. (1997). Language and communication in autism. In D. J. Cohen & F. R. Volkmar (Eds.), Handbook of autism and pervasive developmental disorders (pp. 195–225). New York: Wiley. Lord, C., & Paul, R. (1997). Language and communication in autism. In D. J. Cohen & F. R. Volkmar (Eds.), Handbook of autism and pervasive developmental disorders (pp. 195–225). New York: Wiley.
go back to reference Lord, C., Rutter, M., DiLavore, P. C., & Risi, S. (1999). Autism diagnostic observation schedule-WPS (ADOS-WPS). Los Angeles, CA: Western Psychological Services. Lord, C., Rutter, M., DiLavore, P. C., & Risi, S. (1999). Autism diagnostic observation schedule-WPS (ADOS-WPS). Los Angeles, CA: Western Psychological Services.
go back to reference Minshew, N. J., & Goldstein, G. (1993). Is autism an amnesic disorder? Evidence from the California verbal learning test. Neuropsychology, 7, 209–216. CrossRef Minshew, N. J., & Goldstein, G. (1993). Is autism an amnesic disorder? Evidence from the California verbal learning test. Neuropsychology, 7, 209–216. CrossRef
go back to reference Mundy, P., Sigman, M., Ungerer, J., & Sherman, T. (1986). Defining the social deficits of autism: The contribution of non-verbal communication measures. Journal of Child Psychology and Psychiatry and Allied Disciplines, 27, 657–669. CrossRef Mundy, P., Sigman, M., Ungerer, J., & Sherman, T. (1986). Defining the social deficits of autism: The contribution of non-verbal communication measures. Journal of Child Psychology and Psychiatry and Allied Disciplines, 27, 657–669. CrossRef
go back to reference Parish-Morris, J., Hennon, E. A., Hirsh-Pasek, K., Michnick Golinkoff, R., & Tager-Flusberg, H. (2007). Children with autism illuminate the role of social intention in word learning. Child Development, 78(4), 1265–1287. CrossRefPubMed Parish-Morris, J., Hennon, E. A., Hirsh-Pasek, K., Michnick Golinkoff, R., & Tager-Flusberg, H. (2007). Children with autism illuminate the role of social intention in word learning. Child Development, 78(4), 1265–1287. CrossRefPubMed
go back to reference Preissler, M. A., & Carey, S. (2005). What is the role of intentional inference in word learning? Evidence from autism. Cognition, 97(1), B13–B23. CrossRefPubMed Preissler, M. A., & Carey, S. (2005). What is the role of intentional inference in word learning? Evidence from autism. Cognition, 97(1), B13–B23. CrossRefPubMed
go back to reference Renner, P., Klinger, L. G., & Klinger, M. R. (2000). Implicit and explicit memory in autism: Is autism an amnesic disorder? Journal of Autism and Developmental Disorders, 30, 3–14. CrossRefPubMed Renner, P., Klinger, L. G., & Klinger, M. R. (2000). Implicit and explicit memory in autism: Is autism an amnesic disorder? Journal of Autism and Developmental Disorders, 30, 3–14. CrossRefPubMed
go back to reference Russell, J., Jarrold, C., & Henry, L. (1996). Working memory in children with autism and moderate learning difficulties. Journal of Child Psychology, Psychiatry and Allied Disciplines, 37, 673–686. CrossRef Russell, J., Jarrold, C., & Henry, L. (1996). Working memory in children with autism and moderate learning difficulties. Journal of Child Psychology, Psychiatry and Allied Disciplines, 37, 673–686. CrossRef
go back to reference Sigman, M., Mundy, P., Sherman, T., & Ungerer, J. (1986). Social interactions of autistic, mentally retarded and normal children and their caregiver. Journal of Child Psychology and Psychiatry and Allied Disciplines, 27, 647–656. CrossRef Sigman, M., Mundy, P., Sherman, T., & Ungerer, J. (1986). Social interactions of autistic, mentally retarded and normal children and their caregiver. Journal of Child Psychology and Psychiatry and Allied Disciplines, 27, 647–656. CrossRef
go back to reference Tager-Flusberg, H. (1996). Current theory and research on language and communication in autism. Journal of Autism and Developmental Disorders, 26, 169–172. CrossRefPubMed Tager-Flusberg, H. (1996). Current theory and research on language and communication in autism. Journal of Autism and Developmental Disorders, 26, 169–172. CrossRefPubMed
go back to reference Tager-Flusberg, H., & Joseph, R. M. (2003). Identifying neurocognitive phenotypes of autism. In U. Firth & E. Hill (Eds.), Autism: Mind and brain (pp. 43–66). Oxford: Oxford University Press. Tager-Flusberg, H., & Joseph, R. M. (2003). Identifying neurocognitive phenotypes of autism. In U. Firth & E. Hill (Eds.), Autism: Mind and brain (pp. 43–66). Oxford: Oxford University Press.
go back to reference Tomasello, M. (2003). Constructing a language: A usage based theory of language acquisition. Massachusetts: Harvard University Press. Tomasello, M. (2003). Constructing a language: A usage based theory of language acquisition. Massachusetts: Harvard University Press.
go back to reference Tomasello, M., & Barton, M. (1994). Learning words in non-ostensive contexts. Developmental Psychology, 30, 639–650. CrossRef Tomasello, M., & Barton, M. (1994). Learning words in non-ostensive contexts. Developmental Psychology, 30, 639–650. CrossRef
go back to reference Wetherby, A. M., Prizant, B. M., & Schuler, A. L. (2000). Understanding the nature of communication and language impairments. In A. M. Wetherby & B. M. Prizant (Eds.), Autism spectrum disorders: A transactional perspective (pp. 109–141). Baltimore, MD: Brookes. Wetherby, A. M., Prizant, B. M., & Schuler, A. L. (2000). Understanding the nature of communication and language impairments. In A. M. Wetherby & B. M. Prizant (Eds.), Autism spectrum disorders: A transactional perspective (pp. 109–141). Baltimore, MD: Brookes.
go back to reference Williams, D. L., Goldstein, G., Carpenter, P. A., & Minshew, N. J. (2005). Verbal and spatial memory in autism. Journal of Autism and Developmental Disorders, 35, 747–756. CrossRefPubMed Williams, D. L., Goldstein, G., Carpenter, P. A., & Minshew, N. J. (2005). Verbal and spatial memory in autism. Journal of Autism and Developmental Disorders, 35, 747–756. CrossRefPubMed
Metagegevens
Titel
Brief Report: Are Children with Autism Proficient Word Learners?
Auteurs
Tessa E. Franken
Charlie Lewis
Stephanie A. Malone
Publicatiedatum
01-02-2010
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 2/2010
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-009-0847-8

Andere artikelen Uitgave 2/2010

Journal of Autism and Developmental Disorders 2/2010 Naar de uitgave