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Investigating the Mechanisms Driving Referent Selection and Retention in Toddlers at Typical and Elevated Likelihood for Autism Spectrum Disorder. ...
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Investigating the Mechanisms Driving Referent Selection and Retention in Toddlers at Typical and Elevated Likelihood for Autism Spectrum Disorder.
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Neural and behavioural indices of face processing in siblings of children with autism spectrum disorder (ASD): a longitudinal study from infancy to mid-childhood
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Gaze following and attention to objects in infants at familial risk for ASD
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Gaze Following and Attention to Objects in Infants at Familial Risk for ASD.
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Gaze Following and Attention to Objects in Infants at Familial Risk for ASD
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Randomised trial of a parent-mediated intervention for infants at high risk for autism: longitudinal outcomes to age 3 years. ...
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Randomised trial of a parent-mediated intervention for infants at high risk for autism: longitudinal outcomes to age 3 years.
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Randomised trial of a parent-mediated intervention for infants at high risk for autism: Longitudinal outcomes to age 3 years
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Randomised trial of a parent-mediated intervention for infants at high risk for autism: longitudinal outcomes to age 3 years
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Enhanced visual search in infancy predicts emerging autism symptoms
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Enhanced Visual Search in Infancy Predicts Emerging Autism Symptoms
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Early gross motor skills predict the subsequent development of language in children with autism spectrum disorder
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Predicting the rate of language development from early motor skills in at-risk infants who develop autism spectrum disorder
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Failure to learn from feedback underlies word learning difficulties in toddlers at risk for autism.
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In: Journal of Child Language, 40(1): 29-46 (2013)
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Failure to learn from feedback underlies word learning difficulties in toddlers at risk for autism
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Abstract:
Children’s assignment of novel words to nameless objects, over objects whose names they know (mutual exclusivity; ME) has been described as a driving force for vocabulary acquisition. Despite their ability to use ME to fast-map words (Preissler & Carey, 2005), children with autism show impaired language acquisition. We aimed to address this puzzle by building on studies showing that correct referent selection using ME does not lead to word learning unless ostensive feedback is provided on the child’s object choice (Horst & Samuelson, 2008). We found that although toddlers aged 2;0 at risk for autism can use ME to choose the correct referent of a word, they do not benefit from feedback for long-term retention of the word–object mapping. Further, their difficulty using feedback is associated with their smaller receptive vocabularies. We propose that difficulties learning from social feedback, not lexical principles, limits vocabulary building during development in children at risk for autism.
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Keyword:
Psychological Sciences
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URL: https://eprints.bbk.ac.uk/id/eprint/4665/ https://doi.org/10.1017/S0305000912000086 https://eprints.bbk.ac.uk/id/eprint/4665/1/4665.pdf
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