Swipe om te navigeren naar een ander artikel
Typically developing (TD) infants could capitalize on social eye gaze and social contexts to aid word learning. Although children with autism disorder (AD) are known to exhibit atypicality in word learning via social eye gaze, their ability to utilize social contexts for word learning is not well understood. We investigated whether verbal AD children exhibit word learning ability via social contextual cues by late childhood. We found that AD children, unlike TD controls, failed to infer the speaker’s referential intention through information gathered from the social context. This suggests that TD children can learn words in diverse social pragmatic contexts in as early as toddlerhood whereas AD children are still unable to do so by late childhood.
Log in om toegang te krijgen
Met onderstaand(e) abonnement(en) heeft u direct toegang:
Akechi, H., Senju, A., Kikuchi, Y., Tojo, Y., Osanai, H., & Hasegawa, T. (2011). Do children with ASD use referential gaze to learn the name of an object? An eye-tracking study. Research in Autism Spectrum Disorders,5, 1230–1242. CrossRef
Akhtar, N., Carpenter, M., & Tomasello, M. (1996). The role of discourse novelty in early word learning. Child Development,67, 635–645. CrossRef
Hollich, G. J., Hirsh-Pasek, K., & Golinkoff, R. M. (2000). Breaking the language barrier: An emergentist coalition model for the origins of word learning. Monographs of the Society for Research in Child Development,65(3), 1–123. CrossRef
Li, D., & Chen, G. (1989). Combined Ravens’ test (CRT): Chinese revised version. Shanghai: East China Normal University. (in Chinese).
Preisslera, M. A., & Carey, S. (2005). The role of inferences about referential intent in word learning: Evidence from autism. Cognition,97, 13–23. CrossRef
Sang, B., & Miao, X. (1990). The revision of trail norm of Peabody picture vocabulary test revised (PPVT-R) In Shanghai proper. Psychological Science,14(5), 20–25. (in Chinese).
Tager-Flusberg, H., Paul, R., & Lord, C. (2005). Language and communication in autism. In F. Volkmar, R. Paul, & A. Klin (Eds.), Handbook of autism and pervasive developmental disorders (3rd ed., pp. 335–364). New York: Wiley.
- Brief Report: Do Children with Autism Gather Information from Social Contexts to Aid Their Word Learning?
- Springer US