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Investigating Word Learning in Fragile X Syndrome: A Fast-Mapping Study / Andrea MCDUFFIE in Journal of Autism and Developmental Disorders, 43-7 (July 2013)
[article]
Titre : Investigating Word Learning in Fragile X Syndrome: A Fast-Mapping Study Type de document : Texte imprimé et/ou numérique Auteurs : Andrea MCDUFFIE, Auteur ; Sara T. KOVER, Auteur ; Randi J. HAGERMAN, Auteur ; Leonard ABBEDUTO, Auteur Année de publication : 2013 Article en page(s) : p.1676-1691 Langues : Anglais (eng) Mots-clés : Autism Fragile X syndrome Fast-mapping Language development Vocabulary Index. décimale : PER Périodiques Résumé : Fast-mapping paradigms have not been used previously to examine the process of word learning in boys with fragile X syndrome (FXS), who are likely to have intellectual impairment, language delays, and symptoms of autism. In this study, a fast-mapping task was used to investigate associative word learning in 4- to 10-year-old boys with FXS relative to younger typically developing boys and age-matched boys with autism spectrum disorders (ASD). Task performance exceeded chance levels for all groups; however, boys with FXS outperformed boys with ASD, despite having lower levels of nonverbal cognition. Memory task demands significantly impacted performance only for boys with typical development. For boys with FXS or ASD, fast-mapping uniquely accounted for small but significant variance in concurrent levels of vocabulary comprehension as did chronological age and nonverbal IQ, but not autism severity. Understanding the fast-mapping process has implications for designing interventions to support word learning and language acquisition in these populations. En ligne : http://dx.doi.org/10.1007/s10803-012-1717-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202
in Journal of Autism and Developmental Disorders > 43-7 (July 2013) . - p.1676-1691[article] Investigating Word Learning in Fragile X Syndrome: A Fast-Mapping Study [Texte imprimé et/ou numérique] / Andrea MCDUFFIE, Auteur ; Sara T. KOVER, Auteur ; Randi J. HAGERMAN, Auteur ; Leonard ABBEDUTO, Auteur . - 2013 . - p.1676-1691.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-7 (July 2013) . - p.1676-1691
Mots-clés : Autism Fragile X syndrome Fast-mapping Language development Vocabulary Index. décimale : PER Périodiques Résumé : Fast-mapping paradigms have not been used previously to examine the process of word learning in boys with fragile X syndrome (FXS), who are likely to have intellectual impairment, language delays, and symptoms of autism. In this study, a fast-mapping task was used to investigate associative word learning in 4- to 10-year-old boys with FXS relative to younger typically developing boys and age-matched boys with autism spectrum disorders (ASD). Task performance exceeded chance levels for all groups; however, boys with FXS outperformed boys with ASD, despite having lower levels of nonverbal cognition. Memory task demands significantly impacted performance only for boys with typical development. For boys with FXS or ASD, fast-mapping uniquely accounted for small but significant variance in concurrent levels of vocabulary comprehension as did chronological age and nonverbal IQ, but not autism severity. Understanding the fast-mapping process has implications for designing interventions to support word learning and language acquisition in these populations. En ligne : http://dx.doi.org/10.1007/s10803-012-1717-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202 Expressive and receptive fast-mapping in children with autism spectrum disorders and typical development: The influence of orienting cues / Katherine M. WALTON in Research in Autism Spectrum Disorders, 7-6 (June 2013)
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Titre : Expressive and receptive fast-mapping in children with autism spectrum disorders and typical development: The influence of orienting cues Type de document : Texte imprimé et/ou numérique Auteurs : Katherine M. WALTON, Auteur ; Brooke R. INGERSOLL, Auteur Article en page(s) : p.687-698 Langues : Anglais (eng) Mots-clés : Fast-mapping Joint attention Vocabulary Index. décimale : PER Périodiques Résumé : Typically developing toddlers accurately follow an adult's gaze learn object labels. However, children with autism spectrum disorders (ASD) mis-map new words to their own focus of attention. Children with ASD and typical development participated in three word learning conditions. In the follow-in condition, the adult labeled an object which was the focus of the child's attention. In the redirecting condition, the adult labeled an object which was the focus of their own attention. In the orienting cue condition, the adult used a verbal cue to attract the child's attention, then labeled an object which was the focus of their own attention. Typically developing children learned receptive labels in all conditions. Children with ASD mis-mapped words to their own focus of attention during redirecting trials, but showed a trend toward correct receptive mapping during orienting cue trials. During expressive trials, both groups were most likely to map successfully during follow-in trials and least likely to map successfully during redirecting trials. Using a verbal orienting cue may help children with ASD learn new words. Following a child's focus of attention may confer vocabulary learning benefits for both children with ASD and children with typical development during expressive vocabulary learning tasks. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.687-698[article] Expressive and receptive fast-mapping in children with autism spectrum disorders and typical development: The influence of orienting cues [Texte imprimé et/ou numérique] / Katherine M. WALTON, Auteur ; Brooke R. INGERSOLL, Auteur . - p.687-698.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.687-698
Mots-clés : Fast-mapping Joint attention Vocabulary Index. décimale : PER Périodiques Résumé : Typically developing toddlers accurately follow an adult's gaze learn object labels. However, children with autism spectrum disorders (ASD) mis-map new words to their own focus of attention. Children with ASD and typical development participated in three word learning conditions. In the follow-in condition, the adult labeled an object which was the focus of the child's attention. In the redirecting condition, the adult labeled an object which was the focus of their own attention. In the orienting cue condition, the adult used a verbal cue to attract the child's attention, then labeled an object which was the focus of their own attention. Typically developing children learned receptive labels in all conditions. Children with ASD mis-mapped words to their own focus of attention during redirecting trials, but showed a trend toward correct receptive mapping during orienting cue trials. During expressive trials, both groups were most likely to map successfully during follow-in trials and least likely to map successfully during redirecting trials. Using a verbal orienting cue may help children with ASD learn new words. Following a child's focus of attention may confer vocabulary learning benefits for both children with ASD and children with typical development during expressive vocabulary learning tasks. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.012 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199