Failure to learn from feedback underlies word learning difficulties in toddlers at risk for autism.
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 lang...
| Publicado en: | Journal of Child Language Vol. 40; no. 1; pp. 29 - 47 |
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| Autores principales: | , , , , , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Cambridge University Press
Jan2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104396597&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104396597 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03050009 JCL jtl: Journal of Child Language issn: 03050009 maglogo: N pubinfo: dt: Jan2013 vid: 40 iid: 1 pid: 15979 pub: Cambridge University Press artinfo: ui: 104396597 84133053 84133053 10.1017/S0305000912000086 NLM23217290 PMC3518974 104396597 ppf: 29 ppct: 18 formats: tig: atl: Failure to learn from feedback underlies word learning difficulties in toddlers at risk for autism. aug: au: Bedford, R. Gliga, T. Frame, K. Hudry, K. Chandler, S. Johnson, M. H. Charman, T. Bavin, Edith L. Naigles, Letitia R. affil: Centre for Research in Autism and Education, Department of Psychology and Human Development, Institute of Education, London sug: subj: Learning Disorders Complications Autism Spectrum Disorder Risk Factors Language Development Trends Vocabulary Evaluation Language Tests Learning Methods Funding Source Human Child, Preschool Scales Videorecording Descriptive Statistics Data Analysis Software Interrater Reliability Analysis of Variance T-Tests Correlational Studies Interpersonal Relations Child, Preschool: 2-5 years ab: 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. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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