Symbolic Understanding and Word–Picture–Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement.
We investigated symbolic understanding, word–picture–referent mapping, and engagement in children with autism spectrum condition (ASC) and ability-matched typically developing children. Participants viewed coloured pictorial symbols of a novel object (given a novel name) on an iPad in one of three c...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 50; no. 8; pp. 2941 - 2957 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Springer Nature
Aug2020
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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=144696598&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 144696598 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Aug2020 vid: 50 iid: 8 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 144696598 143986101 144696598 144696598 10.1007/s10803-020-04404-8 144696598 ppf: 2941 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Symbolic Understanding and Word–Picture–Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement. aug: au: Wainwright, Bethany R. Allen, Melissa L. Cain, Kate affil: Department of Psychology, Lancaster University, LA1 4YF, Lancaster, UK sug: subj: Computers, Portable Task Performance and Analysis Visual Perception Children with Disabilities Psychosocial Factors Autism Spectrum Disorder Psychosocial Factors Aptitude Human Consumer Participation Attention Imaging, Three-Dimensional ab: We investigated symbolic understanding, word–picture–referent mapping, and engagement in children with autism spectrum condition (ASC) and ability-matched typically developing children. Participants viewed coloured pictorial symbols of a novel object (given a novel name) on an iPad in one of three conditions: static 2D images and either automatically or manually rotating images (providing a three-dimensional context). We found no significant difference in word–picture–referent mapping between groups and conditions, however, children who manually rotated the picture had greater on-screen looking time compared to other conditions. Greater visual attention related to more successful word–picture–referent mapping only for the children with ASC. Interactive iPad tasks may increase visual attention in both typical and atypical populations and greater visual attention may benefit word–picture–referent mapping in ASC. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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