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Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement / Bethany R. WAINWRIGHT in Journal of Autism and Developmental Disorders, 50-8 (August 2020)
[article]
Titre : Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement Type de document : Texte imprimé et/ou numérique Auteurs : Bethany R. WAINWRIGHT, Auteur ; Melissa L. ALLEN, Auteur ; Kate CAIN, Auteur Article en page(s) : p.2941-2956 Langues : Anglais (eng) Mots-clés : Autism Engagement Symbolic understanding Word–picture–referent mapping iPad Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1007/s10803-020-04404-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428
in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2941-2956[article] Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement [Texte imprimé et/ou numérique] / Bethany R. WAINWRIGHT, Auteur ; Melissa L. ALLEN, Auteur ; Kate CAIN, Auteur . - p.2941-2956.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.2941-2956
Mots-clés : Autism Engagement Symbolic understanding Word–picture–referent mapping iPad Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1007/s10803-020-04404-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 The influence of labelling on symbolic understanding and dual representation in autism spectrum condition / Bethany R. WAINWRIGHT in Autism & Developmental Language Impairments, 5 (January-December 2020)
[article]
Titre : The influence of labelling on symbolic understanding and dual representation in autism spectrum condition Type de document : Texte imprimé et/ou numérique Auteurs : Bethany R. WAINWRIGHT, Auteur ; Melissa L. ALLEN, Auteur ; Kate CAIN, Auteur Langues : Anglais (eng) Mots-clés : Symbolic understanding word–picture–referent mapping autism dual representation Index. décimale : PER Périodiques Résumé : AbstractBackground and aimsChildren with autism spectrum condition often have specific difficulties understanding that pictorial symbols refer to real-world objects in the environment. We investigated the influence of labelling on the symbolic understanding and dual representation of children with autism spectrum condition.MethodsChildren with autism spectrum condition and typically developing children were shown four coloured photographs of objects that had different functions across four separate trials. The participants were given either a novel label alongside a description of the object’s function or a description of the object’s function without a label. Children were then given 30?seconds to interact with an array of stimuli (pictures and objects) in a mapping test and in a generalisation test for each trial. This exploration phase allowed for spontaneous word–picture–referent mapping through free-play, providing an implicit measure of symbolic understanding.ResultsWe found no significant difference in word–picture–referent mapping between groups and conditions. Both groups more often performed the described action on the target object in the exploration phase regardless of condition.Conclusions and implicationsOur results suggest that a spontaneous measure of symbolic understanding (such as free-play) may reveal competencies in word–picture–referent mapping in autism spectrum condition. En ligne : http://dx.doi.org/10.1177/2396941520931728 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
in Autism & Developmental Language Impairments > 5 (January-December 2020)[article] The influence of labelling on symbolic understanding and dual representation in autism spectrum condition [Texte imprimé et/ou numérique] / Bethany R. WAINWRIGHT, Auteur ; Melissa L. ALLEN, Auteur ; Kate CAIN, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 5 (January-December 2020)
Mots-clés : Symbolic understanding word–picture–referent mapping autism dual representation Index. décimale : PER Périodiques Résumé : AbstractBackground and aimsChildren with autism spectrum condition often have specific difficulties understanding that pictorial symbols refer to real-world objects in the environment. We investigated the influence of labelling on the symbolic understanding and dual representation of children with autism spectrum condition.MethodsChildren with autism spectrum condition and typically developing children were shown four coloured photographs of objects that had different functions across four separate trials. The participants were given either a novel label alongside a description of the object’s function or a description of the object’s function without a label. Children were then given 30?seconds to interact with an array of stimuli (pictures and objects) in a mapping test and in a generalisation test for each trial. This exploration phase allowed for spontaneous word–picture–referent mapping through free-play, providing an implicit measure of symbolic understanding.ResultsWe found no significant difference in word–picture–referent mapping between groups and conditions. Both groups more often performed the described action on the target object in the exploration phase regardless of condition.Conclusions and implicationsOur results suggest that a spontaneous measure of symbolic understanding (such as free-play) may reveal competencies in word–picture–referent mapping in autism spectrum condition. En ligne : http://dx.doi.org/10.1177/2396941520931728 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 Investigating the relationship between language and picture understanding in children with autism spectrum disorder / C. HARTLEY in Autism, 23-1 (January 2019)
[article]
Titre : Investigating the relationship between language and picture understanding in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : C. HARTLEY, Auteur ; A. TRAINER, Auteur ; M. L. ALLEN, Auteur Article en page(s) : p.187-198 Langues : Anglais (eng) Mots-clés : autism spectrum disorder comprehension language pictures production symbolic understanding symbolic play typical development ability tests shape Psychology Index. décimale : PER Périodiques Résumé : Previous studies report that minimally verbal children with autism spectrum disorder show impaired picture comprehension when matched to typically developing controls on language comprehension. Here, we compare both picture comprehension and picture production abilities in linguistically delayed children with autism spectrum disorder and typically developing controls matched on language comprehension and language production. Participants were 20 children with autism spectrum disorder (M age: 11.2 years) and 20 typically developing children (M age: 4.4 years) matched on age equivalents for receptive language (autism spectrum disorder, M: 4.6 years; typically developing, M: 4.5 years) and expressive language (autism spectrum disorder, M: 4.4 years; typically developing, M: 4.5 years). Picture comprehension was assessed by asking children to identify the three-dimensional referents of line drawings. Picture production was assessed by asking children to create representational drawings of unfamiliar objects and having raters identify their referents. The results of both picture tasks revealed statistically equivalent performance for typically developing children and children with autism spectrum disorder, and identical patterns of performance across trial types. These findings suggest that early deficits in pictorial understanding displayed by minimally verbal individuals may diminish as their expressive language skills develop. Theoretically, our study indicates that development in linguistic and pictorial domains may be inter-related for children with autism spectrum disorder (as is the case for typical development). En ligne : http://dx.doi.org/10.1177/1362361317729613 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379
in Autism > 23-1 (January 2019) . - p.187-198[article] Investigating the relationship between language and picture understanding in children with autism spectrum disorder [Texte imprimé et/ou numérique] / C. HARTLEY, Auteur ; A. TRAINER, Auteur ; M. L. ALLEN, Auteur . - p.187-198.
Langues : Anglais (eng)
in Autism > 23-1 (January 2019) . - p.187-198
Mots-clés : autism spectrum disorder comprehension language pictures production symbolic understanding symbolic play typical development ability tests shape Psychology Index. décimale : PER Périodiques Résumé : Previous studies report that minimally verbal children with autism spectrum disorder show impaired picture comprehension when matched to typically developing controls on language comprehension. Here, we compare both picture comprehension and picture production abilities in linguistically delayed children with autism spectrum disorder and typically developing controls matched on language comprehension and language production. Participants were 20 children with autism spectrum disorder (M age: 11.2 years) and 20 typically developing children (M age: 4.4 years) matched on age equivalents for receptive language (autism spectrum disorder, M: 4.6 years; typically developing, M: 4.5 years) and expressive language (autism spectrum disorder, M: 4.4 years; typically developing, M: 4.5 years). Picture comprehension was assessed by asking children to identify the three-dimensional referents of line drawings. Picture production was assessed by asking children to create representational drawings of unfamiliar objects and having raters identify their referents. The results of both picture tasks revealed statistically equivalent performance for typically developing children and children with autism spectrum disorder, and identical patterns of performance across trial types. These findings suggest that early deficits in pictorial understanding displayed by minimally verbal individuals may diminish as their expressive language skills develop. Theoretically, our study indicates that development in linguistic and pictorial domains may be inter-related for children with autism spectrum disorder (as is the case for typical development). En ligne : http://dx.doi.org/10.1177/1362361317729613 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379