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01-01-2013 | Brief Report

Brief Report: Pointing Cues Facilitate Word Learning in Children with Autism Spectrum Disorder

Auteurs: Hironori Akechi, Yukiko Kikuchi, Yoshikuni Tojo, Hiroo Osanai, Toshikazu Hasegawa

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 1/2013

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Abstract

Children with autism spectrum disorder (ASD) reportedly have difficulty associating novel words to an object via the speaker’s gaze. It has also been suggested that their performance is related to their gaze duration on the object and improves when the object moves and becomes more salient. However, there is a possibility that they have only relied on the object’s movement and have not referenced the speaker’s cue (i.e. gaze direction). The current study with children with ASD and typically developing children aged 6–11 years demonstrated that adding another speaker’s cue (i.e. pointing) improves the performance of children with ASD. This suggests that additional speaker’s cues may help referential word learning in children with ASD.
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Metagegevens
Titel
Brief Report: Pointing Cues Facilitate Word Learning in Children with Autism Spectrum Disorder
Auteurs
Hironori Akechi
Yukiko Kikuchi
Yoshikuni Tojo
Hiroo Osanai
Toshikazu Hasegawa
Publicatiedatum
01-01-2013
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 1/2013
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-012-1555-3