Top

Optie A:

Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
Optie B:

Deel de link per e-mail
Link delen

vorige artikel Maternal Gesture Use and Language Development i...

volgende artikel Beyond Modularisation: The Need of a Socio-Neur...

Tip

Swipe om te navigeren naar een ander artikel

01-01-2015 | Original Paper | Uitgave 1/2015

Symbolic Understanding of Pictures in Low-Functioning Children with Autism: The Effects of Iconicity and Naming

Tijdschrift:: Journal of Autism and Developmental Disorders > Uitgave 1/2015

Auteurs:: Calum Hartley, Melissa L. Allen

» Toegang tot de volledige tekst krijgen

Belangrijke opmerkingen

The study was conducted as part of the first author’s doctoral research.

Abstract

This research investigated whether symbolic understanding of pictures in low-functioning children with autism is mediated by iconicity and language. In Experiment 1, participants were taught novel words paired with unfamiliar pictures that varied in iconicity (black-and-white line drawings, greyscale photographs, colour line drawings, colour photographs). Unlike mental-age matched typically developing peers, children with autism generally mapped words onto pictures rather than depicted referents, however, they generalised labels more frequently in colour picture conditions. In Experiment 2, children with autism categorised a line drawing with its referent, rather than another picture, regardless of whether it was named. Typically developing children only viewed pictures as symbols when they were labelled. Overall, symbolic understanding of pictures in children with autism is facilitated by iconicity (particularly colour), but not language.

Log in om toegang te krijgen

Hier inloggen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijf je als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen jouw vak. Met het online abonnement heb je toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kun je op je gemak en wanneer het jou het beste uitkomt verdiepen in jouw vakgebied.

Meer informatie

American Psychiatric Association. (1994). Diagnostic and statistical manual of mental health disorders (4th ed.). Washington, DC: Author.

Baron-Cohen, S. (1995). Mindblindness: An essay on autism and theory of mind. Cambridge, MA: MIT Press.

Baron-Cohen, S., Baldwin, D. A., & Crowson, M. (1997). Do children with autism use the speaker’s direction of gaze strategy to crack the code of language? Child Development, 68, 48–57. doi: 10.2307/1131924. PubMedCrossRef

Barrera, M. E., & Maurer, D. (1981). Recognition of mother’s photographed face by the three-month-old infant. Child Development, 52, 714–716. doi: http://dx.doi.org/10.2307/1129196.

Bloom, P. (2000). How children learn the meanings of words. Cambridge, MA: MIT Press.

Bloomberg, K., Karlan, G. R., & Lloyd, L. L. (1990). The comparative translucency of initial lexical items represented in five graphic symbol systems and sets. Journal of Speech and Hearing Research, 33, 717–725. PubMedCrossRef

Bondy, A., & Frost, L. (1994). The picture exchange communication system. Focus on Autistic Behavior, 9, 1–19.

Brady, N. C., & McLean, L. K. (1998). Simultaneous and delayed matching to sample in gesture users and speakers with mental retardation. Research in Developmental Disabilities, 19, 409–421. doi: 10.1016/S0891-4222(98)00014-6. PubMedCrossRef

Callaghan, T. C. (1999). Early understanding and production of graphic symbols. Child Development, 7, 1314–1324. doi: http://dx.doi.org/10.1111/1467-8624.00096.

Callaghan, T. C. (2000). Factors affecting children’s graphic symbol use in the third year: Language, similarity and iconicity. Cognitive Development, 15, 185–214. doi: 10.1016/S0885-2014(00)00026-5. CrossRef

Callaghan, T. C. (2008). The origins and development of pictorial symbolic functioning. In C. Milbrath & H. Trautner (Eds.), Children’s understanding and production of pictures, drawings, and art (pp. 21–32). Cambridge, MA: Hogrefe and Huber.

Callaghan, T. C., & Rankin, M. P. (2002). Emergence of graphic symbol functioning and the question of domain specificity: A longitudinal study. Child Development, 73, 359–376. doi: 10.1111/1467-8624.00412. PubMedCrossRef

Callaghan, T. C., & Rochat, P. (2008). Children’s understanding of artist-picture relations: Implications for their theories of pictures. In C. Milbrath & H. M. Trautner (Eds.), Children’s understanding and production of pictures, drawings, and art (pp. 186–205). Cambridge, MA: Hogreffe and Huber Publishers.

Callaghan, T. C., Rochat, P., MacGillivray, T., & MacLellan, C. (2004). Modeling referential actions in 6- to 18-month-old infants: A precursor to symbolic understanding. Child Development, 75, 1733–1744. doi: http://dx.doi.org/10.1111/j.1467-8624.2004.00813.x.

DeLoache, J. S. (1995). Early understanding and use of symbols: The model. Current Directions in Psychological Science, 4, 109–113. doi: 10.1111/1467-8721.ep10772408. CrossRef

DeLoache, J. S. (2002). The symbol-mindedness of young children. In W. Hartup & R. A. Weinberg (Eds.), Child psychology in retrospect and prospect: In celebration of the 75th anniversary of the institute of child development ( vol. 32). (pp. 73–101). Mahwah, NJ: Erlbaum.

DeLoache, J. S., & Burns, N. M. (1994). Early understanding of the representational function of pictures. Cognition, 52, 83–110. doi: 10.1016/0010-20277(94)90063-9. PubMedCrossRef

DeLoache, J. S., Strauss, M. S., & Maynard, J. (1979). Picture perception in infancy. Infant Behavior and Development, 2, 77–89. doi: http://dx.doi.org/10.1016/S0163-6383(79)80010-7.

DeLoache, J., Pierroutsakos, S. L., Uttal, D. H., Rosengren, K. S., & Gottlieb, A. (1998). Grasping the nature of pictures. Psychological Science, 9, 205–210. doi: 10.1111/1467-9280.00039. CrossRef

DeLoache, J. S., Pierroutsakos, S. L., & Uttal, D. H. (2003). The origins of pictorial competence. Current Directions in Psychological Science, 12, 114–118. doi: 10.1111/1467-8721.01244. CrossRef

Dirks, J. R., & Gibson, E. (1977). Infants’ perception of similarity between live people and photographs. Child Development, 48, 124–130. doi: http://dx.doi.org/10.2307/1128890.

Dunn, L. M., Dunn, L. M., Whetton, C., & Burley, J. (1997). The British picture vocabulary scale (2nd ed.). Windsor: NFER-Nelson.

Frith, U., & Happé, F. (1994). Language and communication in autistic disorders. Philosophical Transactions of the Royal Society London B, 346, 97–104. doi: 10.1098/rstb. 1994.0133. CrossRef

Frost, L., & Bondy, A. (2002). PECS training manual. Newark, DE: Pyramid Educational Consultants.

Fuller, D. R. (1997). Initial study into the effects of translucency and complexity on the learning of Blissymbols by children and adults with normal cognitive abilities. Augmentative and Alternative Communication, 13, 30–39. doi: 10.1080/07434619712331277818. CrossRef

Fuller, D. R., & Lloyd, L. L. (1991). Toward a common usage of iconicity terminology. Augmentative and Alternative Communication, 7, 215–219. doi: 10.1080/07434619112331275913. CrossRef

Ganea, P. A., Pickard, M. B., & DeLoache, J. S. (2008). Transfer between picture books and the real world by very young children. Journal of Cognition and Development, 8, 180–185. doi: 10.1080/15248370701836592.

Ganea, P. A., Allen, M. L., Butler, L., Carey, S., & DeLoache, J. S. (2009). Toddlers’ referential understanding of pictures. Journal of Experimental Child Psychology, 104, 283–295. doi: 10.1016/j.jecp.2009.05.008. PubMedCentralPubMedCrossRef

Gelman, S. (2003). The essential child. Origins of essentialism in everyday thought. New York: Oxford University Press.

Griffin, R. (2002). Social learning in the non-social: Imitation, intentions, and autism. Developmental Science, 5(1), 30–32. doi: 10.1111/1467-7687.00202. CrossRef

Kanner, L. (1946). Irrelevant and metaphorical language in early infantile autism. American Journal of Psychiatry, 103, 242–246. PubMedCrossRef

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 (2nd ed., pp. 195–225). New York: Wiley.

Lord, C., Rutter, M., & Le Couteur, A. (1994). Autism diagnostic interview—revised: A revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders. Journal of Autism and Developmental Disorders, 24(5), 659–685. doi: 10.1007/BF02172145. PubMedCrossRef

Lord, C., Rutter, M., DiLavore, P. C., & Risi, S. (2002). Autism diagnostic observation schedule. Los Angeles: Western Psychological Services (WPS edition).

Lord, C., Risi, S., & Pickles, A. (2004). Trajectory of language development in autistic spectrum disorders. In M. L. Rice & S. F. Warren (Eds.), Developmental language disorders: From phenotypes to etiologies (pp. 1–38). Mahwah, NJ: Erlbaum.

Mirenda, P., & Locke, P. (1989). A comparison of symbol transparency in nonspeaking persons with intellectual disability. Journal of Speech and Hearing Disorders, 54, 131–140. PubMedCrossRef

Mottron, L., Belleville, S., & Ménard, E. (1999). Local bias in autistic subjects as evidenced by graphic tasks: Perceptual hierarhization or working memory deficit? Journal of Child Psychology and Psychiatry, 40, 743–755. doi: 10.1111/1469-7610.00490. PubMedCrossRef

O’Riordan, M. A., Plaisted, K. C., Driver, J., & Baron-Cohen, S. (2001). Superior visual search in autism. Journal of Experimental Psychology, 27, 719–730. PubMed

Pierroutsakos, S. L., & DeLoache, J. S. (2003). Infants’ manual exploration of pictorial objects varying in realism. Infancy, 4, 141–156. doi: 10.1207/S15327078IN0401_7. CrossRef

Plaisted, K. C., O’Riordan, M. A., & Baron-Cohen, S. (1998). Enhanced discrimination of novel, highly similar stimuli by adults with autism during a perceptual learning task. Journal of Child Psychology and Psychiatry, 39, 777–783. doi: 10.1111/1469-7610.00375. PubMedCrossRef

Preissler, M. A. (2008). Associative learning of pictures and words by low-functioning children with autism. Autism, 12(3), 229–246. doi: 10.1177/1362361307088753. CrossRef

Preissler, M. A., & Bloom, P. (2007). Two-year-olds appreciate the dual nature of pictures. Psychological Science, 18, 1–2. doi: 10.1111/j.1467-9280.2007.01837.x. PubMedCrossRef

Preissler, M. A., & Bloom, P. (2008). Two-year-olds use artist intention to understand drawings. Cognition, 106, 512–518. doi: 10.1016/j.cognition.2007.02.002. PubMedCrossRef

Preissler, M. A., & Carey, S. (2004). Do both pictures and words function as symbols for 18- and 24-month-old children? Journal of Cognition and Development, 5, 185–212. CrossRef

Preissler, M. A., & Carey, S. (2005). What is the role of intentional inference in word learning? Evidence from autism. Cognition, 97, B13–B23. doi: 10.1016/j.cognition.2005.01.008. PubMedCrossRef

Rescorla, R., & Wagner, A. (1972). A theory of Pavlovian conditioning: Variations in the effectiveness of reinforcement and nonreinforcement. In A. Black & W. Prokasy (Eds.), Classical conditioning II: Current research and theory (pp. 64–99). New York: Appleton-Century-Crofts.

Rosch, E. (1973). On the internal structure of perceptual and semantic categories. In T. E. Moore (Ed.), Cognitive development and the acquisition of language (pp. 111–144). New York: Academic Press. CrossRef

Ruxton, G. D., & Neuhäuser, M. (2010). Good practice in testing for an association in contingency tables. Behavioural Ecology and Sociobiology, 64(9), 1505–1513. doi: http://dx.doi.org/10.1007/s00265-010-1014-0.

Salsa, A. M., & de Mendoza, O. P. (2007). Routes to symbolization: Intentionality and correspondence in early understanding of pictures. Journal of Cognition and Development, 8, 79–92. doi: 10.1207/s15327647jcd0801_4. CrossRef

Samuelson, L., & Smith, L. B. (1999). Early noun vocabularies: Do ontology, category structure, and syntax correspond? Cognition, 71, 1–33. doi: 10.1016/S0010-0277(99)00034-7. CrossRef

Schopler, E., Reichler, R., DeVellis, R., & Daly, K. (1980). Toward objective classification of childhood autism: Childhood autism rating scale (CARS). Journal of Autism and Developmental Disorders, 10, 91–103. doi: 10.1007/BF02408436. PubMedCrossRef

Sevcik, R. A., & Romski, M. A. (1986). Representational skills of persons with severe retardation. Augmentative and Alternative Communication, 2, 160–164. doi: 10.1080/07434618612331273980. CrossRef

Shu, B. C., Lung, F. W., Tien, A. Y., & Chen, B. C. (2001). Executive function deficits in non-retarded autistic children. Autism, 5, 165–174. doi: 10.1177/1362361301005002006. PubMedCrossRef

Sigel, I. E. (1978). The development of pictorial comprehension. In S. Bikkar, B. S. Randhawa, & W. E. Coffman (Eds.), Methods of family research: Biographies of research projects: Vol. 1. Normal families (pp. 87–120). Hillsdale, NJ: Lawrence Erlbaum Associates.

Simcock, G., & DeLoache, J. (2006). Get the picture? The effects of iconicity on toddlers’ re-enactment from picture books. Developmental Psychology, 42, 1352–1357. doi: 10.1037/0012-1649.42.6.1352. PubMedCrossRef

Smith, L. B. (2000). How to learn words: An associative crane. In R. Golinkoff & K. Hirsh-Pasek (Eds.), Breaking the word learning barrier (pp. 51–80). Oxford, England: Oxford University Press.

Smith, L. B., Jones, S. S., Landau, B., Gershkoff-Stowe, L., & Samuelson, L. (2002). Object name learning provides on-the-job training for attention. Psychological Science, 13, 13–19. doi: 10.1111/1467-9280.00403. PubMedCrossRef

Suddendorf, T. (2003). Early representational insight: Twenty-four-month-olds can use a photo to find an object in the world. Child Development, 74, 896–904. doi: http://dx.doi.org/10.1111/1467-8624.00574.

Tager-Flusberg, H. (1992). Autistic children’s talk about psychological states: Deficits in the early acquisition of a theory of mind. Child Development, 63, 161–172. doi: 10.2307/1130910. PubMedCrossRef

Tek, S., Jaffery, G., Fein, D., & Naigles, L. R. (2008). Do children with autism spectrum disorders show a shape bias in word learning? Autism Research, 1, 208–222. doi: 10.1002/aur.38. PubMedCentralPubMedCrossRef

Volkmar, F., Klin, A., & Cohen, D. (2000). Diagnosis and classification of autism and related conditions: Consensus and issues. In D. Cohen & F. Volkmar (Eds.), Handbook of autism and pervasive developmental disorders (2nd ed.). New York: Wiley.

Volkmar, F. R., Lord, C., Bailey, A., Schultz, R. T., & Klin, A. (2004). Autism and pervasive developmental disorders. Journal of Child Psychology and Psychiatry, 45, 135–170. doi: 10.1046/j.0021-9630.2003.00317.x. PubMedCrossRef

Titel: Symbolic Understanding of Pictures in Low-Functioning Children with Autism: The Effects of Iconicity and Naming
Auteurs:: Calum Hartley
Melissa L. Allen
Publicatiedatum: 01-01-2015
DOI: https://doi.org/10.1007/s10803-013-2007-4
Uitgeverij: Springer US
Tijdschrift: Journal of Autism and Developmental Disorders
Uitgave 1/2015
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Symbolic Understanding of Pictures in Low-Functioning Children with Autism: The Effects of Iconicity and Naming

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Andere artikelen Uitgave 1/2015

Genetic Variation in Melatonin Pathway Enzymes in Children with Autism Spectrum Disorder and Comorbid Sleep Onset Delay

Neurophysiological Indices of Atypical Auditory Processing and Multisensory Integration are Associated with Symptom Severity in Autism

Maternal Gesture Use and Language Development in Infant Siblings of Children with Autism Spectrum Disorder

Indicators of Intellectual Disabilities in Young Children with Autism Spectrum Disorders

Erratum to: Reliability of the ADI-R for the Single Case-Part II: Clinical Versus Statistical Significance

Symbolizing as Interpersonally Grounded Shifts in Meaning: Social Play in Children With and Without Autism