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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 7 of 7 1 Referent selection in children with Autism Spectrum Condition and intellectual disabilities:Do social cues affect word-to-object or word-to-location mappings? Field, Charlotte; Lewis, Charlie; Allen, Melissa. - 2019 BASE Show details 2 Referent selection in children with Autism Spectrum Condition and intellectual disabilities: Do social cues affect word-to-object or word-to-location mappings? Field, Charlotte; Lewis, Charlie; Allen, Melissa. - : Elsevier, 2019 BASE Show details 3 Attentional learning helps language acquisition take shape for atypically developing children, not just children with autism spectrum disorders Field, Charlotte; Allen, Melissa L.; Lewis, Charlie. - 2016 Abstract: The shape bias—generalising labels to same shaped objects—has been linked to attentional learning or referential intent. We explore these origins in children with typical development (TD), autism spectrum disorders (ASD) and other developmental disorders (DD). In two conditions, a novel object was presented and either named or described. Children selected another from a shape, colour or texture match. TD children choose the shape match in both conditions, children with DD and ‘high-verbal mental age’ (VMA) children with ASD (language age > 4.6) did so in the name condition and ‘low-VMA’ children with ASD never showed the heuristic. Thus, the shape bias arises from attentional learning in atypically developing children and is delayed in ASD. URL: https://doi.org/10.1007/s10803-015-2401-1 https://eprints.lancs.ac.uk/id/eprint/73159/ BASE Hide details 4 Attentional learning helps language acquisition take shape for atypically developing children, not just children with Autism Spectrum Disorders Field, Charlotte; Allen, ML; Lewis, C. - : Kluwer, 2016 BASE Show details 5 Word learning from object, speaker and environmental cues in typically developing children, children with autism spectrum disorder and children with other developmental disorders. Field, Charlotte. - 2015 BASE Show details 6 Language acquisition from social cues, associative cues and conflicting cues in typically and atypically developing children Field, Charlotte; Allen, Melissa; Lewis, Charlie. - 2014 BASE Show details 7 How do social and associative cues facilitate language acquisition in TD children and children with ASD? Field, Charlotte; Lewis, Charlie; Allen, Melissa. - : British Psychological Society, 2014 BASE Show details

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