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Iconicity influences how effectively minimally verbal children with autism and ability-matched typically developing children use pictures as symbols in a search task / Calum HARTLEY in Autism, 19-5 (July 2015)
[article]
Titre : Iconicity influences how effectively minimally verbal children with autism and ability-matched typically developing children use pictures as symbols in a search task Type de document : Texte imprimé et/ou numérique Auteurs : Calum HARTLEY, Auteur ; Melissa L. ALLEN, Auteur Article en page(s) : p.570-579 Langues : Anglais (eng) Mots-clés : autism iconicity Picture Exchange Communication System symbols understanding pictures Index. décimale : PER Périodiques Résumé : Previous word learning studies suggest that children with autism spectrum disorder may have difficulty understanding pictorial symbols. Here we investigate the ability of children with autism spectrum disorder and language-matched typically developing children to contextualize symbolic information communicated by pictures in a search task that did not involve word learning. Out of the participant’s view, a small toy was concealed underneath one of four unique occluders that were individuated by familiar nameable objects or unfamiliar unnamable objects. Children were shown a picture of the hiding location and then searched for the toy. Over three sessions, children completed trials with color photographs, black-and-white line drawings, and abstract color pictures. The results reveal zero group differences; neither children with autism spectrum disorder nor typically developing children were influenced by occluder familiarity, and both groups’ errorless retrieval rates were above-chance with all three picture types. However, both groups made significantly more errorless retrievals in the most-iconic photograph trials, and performance was universally predicted by receptive language. Therefore, our findings indicate that children with autism spectrum disorder and young typically developing children can contextualize pictures and use them to adaptively guide their behavior in real time and space. However, this ability is significantly influenced by receptive language development and pictorial iconicity. En ligne : http://dx.doi.org/10.1177/1362361314536634 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261
in Autism > 19-5 (July 2015) . - p.570-579[article] Iconicity influences how effectively minimally verbal children with autism and ability-matched typically developing children use pictures as symbols in a search task [Texte imprimé et/ou numérique] / Calum HARTLEY, Auteur ; Melissa L. ALLEN, Auteur . - p.570-579.
Langues : Anglais (eng)
in Autism > 19-5 (July 2015) . - p.570-579
Mots-clés : autism iconicity Picture Exchange Communication System symbols understanding pictures Index. décimale : PER Périodiques Résumé : Previous word learning studies suggest that children with autism spectrum disorder may have difficulty understanding pictorial symbols. Here we investigate the ability of children with autism spectrum disorder and language-matched typically developing children to contextualize symbolic information communicated by pictures in a search task that did not involve word learning. Out of the participant’s view, a small toy was concealed underneath one of four unique occluders that were individuated by familiar nameable objects or unfamiliar unnamable objects. Children were shown a picture of the hiding location and then searched for the toy. Over three sessions, children completed trials with color photographs, black-and-white line drawings, and abstract color pictures. The results reveal zero group differences; neither children with autism spectrum disorder nor typically developing children were influenced by occluder familiarity, and both groups’ errorless retrieval rates were above-chance with all three picture types. However, both groups made significantly more errorless retrievals in the most-iconic photograph trials, and performance was universally predicted by receptive language. Therefore, our findings indicate that children with autism spectrum disorder and young typically developing children can contextualize pictures and use them to adaptively guide their behavior in real time and space. However, this ability is significantly influenced by receptive language development and pictorial iconicity. En ligne : http://dx.doi.org/10.1177/1362361314536634 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261 Symbolic Understanding of Pictures in Low-Functioning Children with Autism: The Effects of Iconicity and Naming / Calum HARTLEY in Journal of Autism and Developmental Disorders, 45-1 (January 2015)
[article]
Titre : Symbolic Understanding of Pictures in Low-Functioning Children with Autism: The Effects of Iconicity and Naming Type de document : Texte imprimé et/ou numérique Auteurs : Calum HARTLEY, Auteur ; Melissa L. ALLEN, Auteur Article en page(s) : p.15-30 Langues : Anglais (eng) Mots-clés : Autism Understanding pictures Iconicity Naming Picture exchange communication system Index. décimale : PER Périodiques Résumé : This research investigated whether symbolic understanding of pictures in low-functioning children with autism is mediated by iconicity and language. In Experiment 1, participants were taught novel words paired with unfamiliar pictures that varied in iconicity (black-and-white line drawings, greyscale photographs, colour line drawings, colour photographs). Unlike mental-age matched typically developing peers, children with autism generally mapped words onto pictures rather than depicted referents, however, they generalised labels more frequently in colour picture conditions. In Experiment 2, children with autism categorised a line drawing with its referent, rather than another picture, regardless of whether it was named. Typically developing children only viewed pictures as symbols when they were labelled. Overall, symbolic understanding of pictures in children with autism is facilitated by iconicity (particularly colour), but not language. En ligne : http://dx.doi.org/10.1007/s10803-013-2007-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258
in Journal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.15-30[article] Symbolic Understanding of Pictures in Low-Functioning Children with Autism: The Effects of Iconicity and Naming [Texte imprimé et/ou numérique] / Calum HARTLEY, Auteur ; Melissa L. ALLEN, Auteur . - p.15-30.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.15-30
Mots-clés : Autism Understanding pictures Iconicity Naming Picture exchange communication system Index. décimale : PER Périodiques Résumé : This research investigated whether symbolic understanding of pictures in low-functioning children with autism is mediated by iconicity and language. In Experiment 1, participants were taught novel words paired with unfamiliar pictures that varied in iconicity (black-and-white line drawings, greyscale photographs, colour line drawings, colour photographs). Unlike mental-age matched typically developing peers, children with autism generally mapped words onto pictures rather than depicted referents, however, they generalised labels more frequently in colour picture conditions. In Experiment 2, children with autism categorised a line drawing with its referent, rather than another picture, regardless of whether it was named. Typically developing children only viewed pictures as symbols when they were labelled. Overall, symbolic understanding of pictures in children with autism is facilitated by iconicity (particularly colour), but not language. En ligne : http://dx.doi.org/10.1007/s10803-013-2007-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 Are Children With Autism More Likely to Retain Object Names When Learning From Colour Photographs or Black-and-White Cartoons? / C. K. CARTER in Journal of Autism and Developmental Disorders, 51-9 (September 2021)
[article]
Titre : Are Children With Autism More Likely to Retain Object Names When Learning From Colour Photographs or Black-and-White Cartoons? Type de document : Texte imprimé et/ou numérique Auteurs : C. K. CARTER, Auteur ; C. HARTLEY, Auteur Article en page(s) : p.3050-3062 Langues : Anglais (eng) Mots-clés : African Americans Autism Spectrum Disorder Autistic Disorder Case-Control Studies Child Color Humans Autism spectrum disorder Fast mapping Iconicity Pictures Retention Word learning Index. décimale : PER Périodiques Résumé : For the first time, this study investigated whether children with autism spectrum disorder (ASD) and typically developing (TD) children matched on language comprehension (M age equivalent?=??~?44 months) are more likely to retain words when learning from colour photographs than black-and-white cartoons. Participants used mutual exclusivity to fast map novel word-picture relationships and retention was assessed following a 5-min delay. Children with ASD achieved significantly greater retention accuracy when learning from photographs rather than cartoons and, surprisingly, responded more accurately than TD children when learning from photographs. Our results demonstrate that children with ASD benefit from greater iconicity when learning words from pictures, providing a data-grounded rationale for using colour photographs when administering picture-based interventions. En ligne : http://dx.doi.org/10.1007/s10803-020-04771-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453
in Journal of Autism and Developmental Disorders > 51-9 (September 2021) . - p.3050-3062[article] Are Children With Autism More Likely to Retain Object Names When Learning From Colour Photographs or Black-and-White Cartoons? [Texte imprimé et/ou numérique] / C. K. CARTER, Auteur ; C. HARTLEY, Auteur . - p.3050-3062.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-9 (September 2021) . - p.3050-3062
Mots-clés : African Americans Autism Spectrum Disorder Autistic Disorder Case-Control Studies Child Color Humans Autism spectrum disorder Fast mapping Iconicity Pictures Retention Word learning Index. décimale : PER Périodiques Résumé : For the first time, this study investigated whether children with autism spectrum disorder (ASD) and typically developing (TD) children matched on language comprehension (M age equivalent?=??~?44 months) are more likely to retain words when learning from colour photographs than black-and-white cartoons. Participants used mutual exclusivity to fast map novel word-picture relationships and retention was assessed following a 5-min delay. Children with ASD achieved significantly greater retention accuracy when learning from photographs rather than cartoons and, surprisingly, responded more accurately than TD children when learning from photographs. Our results demonstrate that children with ASD benefit from greater iconicity when learning words from pictures, providing a data-grounded rationale for using colour photographs when administering picture-based interventions. En ligne : http://dx.doi.org/10.1007/s10803-020-04771-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 Do Verbal Children with Autism Comprehend Gesture as Readily as Typically Developing Children? / Nevena DIMITROVA in Journal of Autism and Developmental Disorders, 47-10 (October 2017)
[article]
Titre : Do Verbal Children with Autism Comprehend Gesture as Readily as Typically Developing Children? Type de document : Texte imprimé et/ou numérique Auteurs : Nevena DIMITROVA, Auteur ; ?eyda ÖZÇALI?KAN, Auteur ; Lauren B. ADAMSON, Auteur Article en page(s) : p.3267-3280 Langues : Anglais (eng) Mots-clés : Gesture Gesture comprehension Gesture production Autism Iconicity Gesture–speech combination Index. décimale : PER Périodiques Résumé : Gesture comprehension remains understudied, particularly in children with autism spectrum disorder (ASD) who have difficulties in gesture production. Using a novel gesture comprehension task, Study 1 examined how 2- to 4-year-old typically-developing (TD) children comprehend types of gestures and gesture–speech combinations, and showed better comprehension of deictic gestures and reinforcing gesture–speech combinations than iconic/conventional gestures and supplementary gesture–speech combinations at each age. Study 2 compared verbal children with ASD to TD children, comparable in receptive language ability, and showed similar patterns of comprehension in each group. Our results suggest that children comprehend deictic gestures and reinforcing gesture–speech combinations better than iconic/conventional gestures and supplementary combinations—a pattern that remains robust across different ages within TD children and children with ASD. En ligne : https://doi.org/10.1007/s10803-017-3243-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=319
in Journal of Autism and Developmental Disorders > 47-10 (October 2017) . - p.3267-3280[article] Do Verbal Children with Autism Comprehend Gesture as Readily as Typically Developing Children? [Texte imprimé et/ou numérique] / Nevena DIMITROVA, Auteur ; ?eyda ÖZÇALI?KAN, Auteur ; Lauren B. ADAMSON, Auteur . - p.3267-3280.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-10 (October 2017) . - p.3267-3280
Mots-clés : Gesture Gesture comprehension Gesture production Autism Iconicity Gesture–speech combination Index. décimale : PER Périodiques Résumé : Gesture comprehension remains understudied, particularly in children with autism spectrum disorder (ASD) who have difficulties in gesture production. Using a novel gesture comprehension task, Study 1 examined how 2- to 4-year-old typically-developing (TD) children comprehend types of gestures and gesture–speech combinations, and showed better comprehension of deictic gestures and reinforcing gesture–speech combinations than iconic/conventional gestures and supplementary gesture–speech combinations at each age. Study 2 compared verbal children with ASD to TD children, comparable in receptive language ability, and showed similar patterns of comprehension in each group. Our results suggest that children comprehend deictic gestures and reinforcing gesture–speech combinations better than iconic/conventional gestures and supplementary combinations—a pattern that remains robust across different ages within TD children and children with ASD. En ligne : https://doi.org/10.1007/s10803-017-3243-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=319