Brief Report: Are Children with Autism Proficient Word Learners? / Tessa E. FRANKEN in Journal of Autism and Developmental Disorders, 40-2 (February 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-2 (February 2010) . - p.255-259 Titre : Brief Report: Are Children with Autism Proficient Word Learners? Type de document : Texte imprimé et/ou numérique Auteurs : Tessa E. FRANKEN, Auteur ; Charlie LEWIS, Auteur ; Stephanie A. MALONE, Auteur Année de publication : 2010 Article en page(s) : p.255-259 Langues : Anglais (eng) Mots-clés : Autism Word-learning Joint-attention Context Index. décimale : PER Périodiques Résumé : Many approaches to word learning argue for the importance of joint attention and other social-pragmatic abilities. This study explored word learning in children with autism (CWA), by examining it in ostensive and non-ostensive contexts, tested through both comprehension and elicited production. Novel nouns were taught to 17 CWA and 13 children with moderate learning difficulties (MLD) using an adapted version of Tomasello and Barton’s (Developmental Psychology, 30: 639–650, 1994) search paradigm. In elicited production for words learnt within an ostensive context, CWA performed at a significantly higher level than MLD children. This is contrary to prior findings and suggests that word learning abilities in CWA have been underestimated. En ligne : http://dx.doi.org/10.1007/s10803-009-0847-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=965 [article] Brief Report: Are Children with Autism Proficient Word Learners? [Texte imprimé et/ou numérique] / Tessa E. FRANKEN, Auteur ; Charlie LEWIS, Auteur ; Stephanie A. MALONE, Auteur . - 2010 . - p.255-259. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-2 (February 2010) . - p.255-259 Mots-clés : Autism Word-learning Joint-attention Context Index. décimale : PER Périodiques Résumé : Many approaches to word learning argue for the importance of joint attention and other social-pragmatic abilities. This study explored word learning in children with autism (CWA), by examining it in ostensive and non-ostensive contexts, tested through both comprehension and elicited production. Novel nouns were taught to 17 CWA and 13 children with moderate learning difficulties (MLD) using an adapted version of Tomasello and Barton’s (Developmental Psychology, 30: 639–650, 1994) search paradigm. In elicited production for words learnt within an ostensive context, CWA performed at a significantly higher level than MLD children. This is contrary to prior findings and suggests that word learning abilities in CWA have been underestimated. En ligne : http://dx.doi.org/10.1007/s10803-009-0847-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=965

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