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Referent selection in children with Autism Spectrum Condition and intellectual disabilities:Do social cues affect word-to-object or word-to-location mappings?
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Abstract:
Bacicground: There is conflicting evidence regarding whether children with Autism Spectrum Condition (ASC) and intellectual disabilities (ID) follow social pragmatic cues such as a speaker's eye gaze or pointing towards a novel object to assist mapping a new word onto a new object (e.g. fast mapping). Aims: We test fast mapping from a speaker's gaze and pointing towards objects in children with ASC and ID with varying chronological and receptive language ages compared with receptive language matched groups of typically developing (TD) children. Methods and Procedure: Across eight trials, a speaker gazed and/or pointed towards one out of two objects while saying a new word. Pointing was either 'referential' (with intention), or 'incidental' (without obvious intention). To investigate whether children formed more robust word to-object links rather than associative word-to-location ones, we reversed the original location of the objects in half of the test trials. Outcomes and Results: Children with ASC were as successful as TD children using social cues to form word-to-object mappings. Surprisingly, children with ID did not fast map from referential pointing, or when objects changed location. Conclusions and Implications: Children with ID may use different processes to facilitate word learning compared to TD children and even children with ASC.
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URL: https://doi.org/10.1016/j.ridd.2019.05.004 https://eprints.lancs.ac.uk/id/eprint/135098/
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Developmental Differences in Children’s Learning and Use of Forensic Ground Rules During an Interview About an Experienced Event
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Referent selection in children with Autism Spectrum Condition and intellectual disabilities: Do social cues affect word-to-object or word-to-location mappings?
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Attentional learning helps language acquisition take shape for atypically developing children, not just children with autism spectrum disorders
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Impaired performance on advanced theory of mind tasks in children with epilepsy is related to poor communication and increased attention problems
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Language acquisition from social cues, associative cues and conflicting cues in typically and atypically developing children
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How do social and associative cues facilitate language acquisition in TD children and children with ASD?
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Brief Report: Are Children with Autism Proficient Word Learners?
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