Children with ASD can use gaze in support of word recognition and learning / Karla K. MCGREGOR in Journal of Child Psychology and Psychiatry, 54-7 (July 2013)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.745-753 Titre : Children with ASD can use gaze in support of word recognition and learning Type de document : Texte imprimé et/ou numérique Auteurs : Karla K. MCGREGOR, Auteur ; Gwyneth ROST, Auteur ; Rick ARENAS, Auteur ; Ashley FARRIS-TRIMBLE, Auteur ; Derek STILES, Auteur Article en page(s) : p.745-753 Langues : Anglais (eng) Mots-clés : Autistic disorder  language Index. décimale : PER Périodiques Résumé : Background Many children with autism spectrum disorders (ASD) struggle to understand familiar words and learn unfamiliar words. We explored the extent to which these problems reflect deficient use of probabilistic gaze in the extra-linguistic context. Method Thirty children with ASD and 43 with typical development (TD) participated in a spoken word recognition and mapping task. They viewed photographs of a woman behind three objects and simultaneously heard a word. For word recognition, the objects and words were familiar and the woman gazed ahead (neutral), toward the named object (facilitative), or toward an un-named object (contradictory). For word mapping, the objects and words were unfamiliar and only the neutral and facilitative conditions were employed. The children clicked on the named object, registering accuracy and reaction time. Results Speed of word recognition did not differ between groups but varied with gaze such that responses were fastest in the facilitative condition and slowest in the contradictory condition. Only the ASD group responded slower to low frequency than high-frequency words. Accuracy of word mapping did not differ between groups, but accuracy varied with gaze with higher performance in the facilitative than neutral condition. Both groups scored above single-trial chance levels in the neutral condition by tracking cross-situational information. Only in the ASD group did mapping vary with receptive vocabulary. Conclusions Under laboratory conditions, children with ASD can monitor gaze and judge its reliability as a cue to word meaning as well as typical peers. The use of cross-situational statistics to support word learning may be problematic for those who have weak language abilities. En ligne : http://dx.doi.org/10.1111/jcpp.12073 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203 [article] Children with ASD can use gaze in support of word recognition and learning [Texte imprimé et/ou numérique] / Karla K. MCGREGOR, Auteur ; Gwyneth ROST, Auteur ; Rick ARENAS, Auteur ; Ashley FARRIS-TRIMBLE, Auteur ; Derek STILES, Auteur . - p.745-753. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 54-7 (July 2013) . - p.745-753 Mots-clés : Autistic disorder  language Index. décimale : PER Périodiques Résumé : Background Many children with autism spectrum disorders (ASD) struggle to understand familiar words and learn unfamiliar words. We explored the extent to which these problems reflect deficient use of probabilistic gaze in the extra-linguistic context. Method Thirty children with ASD and 43 with typical development (TD) participated in a spoken word recognition and mapping task. They viewed photographs of a woman behind three objects and simultaneously heard a word. For word recognition, the objects and words were familiar and the woman gazed ahead (neutral), toward the named object (facilitative), or toward an un-named object (contradictory). For word mapping, the objects and words were unfamiliar and only the neutral and facilitative conditions were employed. The children clicked on the named object, registering accuracy and reaction time. Results Speed of word recognition did not differ between groups but varied with gaze such that responses were fastest in the facilitative condition and slowest in the contradictory condition. Only the ASD group responded slower to low frequency than high-frequency words. Accuracy of word mapping did not differ between groups, but accuracy varied with gaze with higher performance in the facilitative than neutral condition. Both groups scored above single-trial chance levels in the neutral condition by tracking cross-situational information. Only in the ASD group did mapping vary with receptive vocabulary. Conclusions Under laboratory conditions, children with ASD can monitor gaze and judge its reliability as a cue to word meaning as well as typical peers. The use of cross-situational statistics to support word learning may be problematic for those who have weak language abilities. En ligne : http://dx.doi.org/10.1111/jcpp.12073 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=203

Editorial Perspective: Speaking up for developmental language disorder - the top 10 priorities for research / Amit A. KULKARNI in Journal of Child Psychology and Psychiatry, 63-8 (August 2022)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 63-8 (August 2022) . - p.957-960 Titre : Editorial Perspective: Speaking up for developmental language disorder - the top 10 priorities for research Type de document : Texte imprimé et/ou numérique Auteurs : Amit A. KULKARNI, Auteur ; Katie E. CHADD, Auteur ; Sarah B. LAMBERT, Auteur ; Gill EARL, Auteur ; Lauren M. LONGHURST, Auteur ; Cristina MCKEAN, Auteur ; Charles HULME, Auteur ; Karla K. MCGREGOR, Auteur ; Anna CUNNIFF, Auteur ; Emma PAGNAMENTA, Auteur ; Victoria JOFFE, Auteur ; Susan E. EBBELS, Auteur ; Sai BANGERA, Auteur ; Josephine WALLINGER, Auteur ; Courtenay F. NORBURY, Auteur Article en page(s) : p.957-960 Langues : Anglais (eng) Mots-clés : Adolescent  Child  Humans  Language Development Disorders/epidemiology/therapy Index. décimale : PER Périodiques Résumé : Developmental language disorder (DLD) is one of the most common neurodevelopmental conditions, yet is chronically underserved, with far fewer children receiving clinical services than expected from prevalence estimates, and very little research attention relative to other neurodevelopmental conditions of similar prevalence and severity. This editorial describes a research priority-setting exercise undertaken by the Royal College of Speech and Language Therapists, which aims to redress this imbalance. From consultations with researchers, practitioners and individuals with lived experience, 10 research priorities emerge. Our goal is to share these priorities with the wider research community, to raise awareness and encourage research collaboration to improve outcomes for young people with DLD. En ligne : http://dx.doi.org/10.1111/jcpp.13592 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] Editorial Perspective: Speaking up for developmental language disorder - the top 10 priorities for research [Texte imprimé et/ou numérique] / Amit A. KULKARNI, Auteur ; Katie E. CHADD, Auteur ; Sarah B. LAMBERT, Auteur ; Gill EARL, Auteur ; Lauren M. LONGHURST, Auteur ; Cristina MCKEAN, Auteur ; Charles HULME, Auteur ; Karla K. MCGREGOR, Auteur ; Anna CUNNIFF, Auteur ; Emma PAGNAMENTA, Auteur ; Victoria JOFFE, Auteur ; Susan E. EBBELS, Auteur ; Sai BANGERA, Auteur ; Josephine WALLINGER, Auteur ; Courtenay F. NORBURY, Auteur . - p.957-960. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 63-8 (August 2022) . - p.957-960 Mots-clés : Adolescent  Child  Humans  Language Development Disorders/epidemiology/therapy Index. décimale : PER Périodiques Résumé : Developmental language disorder (DLD) is one of the most common neurodevelopmental conditions, yet is chronically underserved, with far fewer children receiving clinical services than expected from prevalence estimates, and very little research attention relative to other neurodevelopmental conditions of similar prevalence and severity. This editorial describes a research priority-setting exercise undertaken by the Royal College of Speech and Language Therapists, which aims to redress this imbalance. From consultations with researchers, practitioners and individuals with lived experience, 10 research priorities emerge. Our goal is to share these priorities with the wider research community, to raise awareness and encourage research collaboration to improve outcomes for young people with DLD. En ligne : http://dx.doi.org/10.1111/jcpp.13592 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

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