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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 A further evaluation of the effects of listener training on derived categorization and speaker behavior in children with autism / Greg P. LEE in Research in Autism Spectrum Disorders, 19 (November 2015)
[article]
Titre : A further evaluation of the effects of listener training on derived categorization and speaker behavior in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Greg P. LEE, Auteur ; Caio F. MIGUEL, Auteur ; Emily K. DARCEY, Auteur ; Adrienne M. JENNINGS, Auteur Article en page(s) : p.72-81 Langues : Anglais (eng) Mots-clés : Autism Categorization Derived relations Naming Verbal behavior Index. décimale : PER Périodiques Résumé : Previous research has shown that children with autism may accurately categorize visual stimuli after learning to both tact (i.e., speaker behavior) and receptively discriminate (i.e., listener behavior) them using common category names. The purpose of the current study was to further evaluate the effects of category listener training alone on the development of Visual Categorization and Category Tacts with four children diagnosed with autism. We administered standardized language assessments to evaluate participants’ skills prior to beginning the study and used a non-concurrent multiple-baseline design across participants. Two of the participants whose language assessments identified both speaker and listener scores greater than 36 months, passed Visual Categorization and Category Tact testing with previously unfamiliar stimuli following Category Listener training. The two participants whose language assessments identified a deficit in either speaker or listener scores failed Visual Categorization and Category Tact testing following Category Listener training. These results suggest that both speaker and listener behavior may be required for the emergence of untrained categorization and tacting following listener training. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.04.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Research in Autism Spectrum Disorders > 19 (November 2015) . - p.72-81[article] A further evaluation of the effects of listener training on derived categorization and speaker behavior in children with autism [Texte imprimé et/ou numérique] / Greg P. LEE, Auteur ; Caio F. MIGUEL, Auteur ; Emily K. DARCEY, Auteur ; Adrienne M. JENNINGS, Auteur . - p.72-81.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 19 (November 2015) . - p.72-81
Mots-clés : Autism Categorization Derived relations Naming Verbal behavior Index. décimale : PER Périodiques Résumé : Previous research has shown that children with autism may accurately categorize visual stimuli after learning to both tact (i.e., speaker behavior) and receptively discriminate (i.e., listener behavior) them using common category names. The purpose of the current study was to further evaluate the effects of category listener training alone on the development of Visual Categorization and Category Tacts with four children diagnosed with autism. We administered standardized language assessments to evaluate participants’ skills prior to beginning the study and used a non-concurrent multiple-baseline design across participants. Two of the participants whose language assessments identified both speaker and listener scores greater than 36 months, passed Visual Categorization and Category Tact testing with previously unfamiliar stimuli following Category Listener training. The two participants whose language assessments identified a deficit in either speaker or listener scores failed Visual Categorization and Category Tact testing following Category Listener training. These results suggest that both speaker and listener behavior may be required for the emergence of untrained categorization and tacting following listener training. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.04.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270