Brief Report: Generalisation of Word–Picture Relations in Children with Autism and Typically Developing Children / Calum HARTLEY in Journal of Autism and Developmental Disorders, 44-8 (August 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-8 (August 2014) . - p.2064-2071 Titre : Brief Report: Generalisation of Word–Picture Relations in Children with Autism and Typically Developing Children Type de document : Texte imprimé et/ou numérique Auteurs : Calum HARTLEY, Auteur ; Melissa L. ALLEN, Auteur Article en page(s) : p.2064-2071 Langues : Anglais (eng) Mots-clés : Autism  Words  Understanding pictures  Generalisation  Shape bias  Colour Index. décimale : PER Périodiques Résumé : We investigated whether low-functioning children with autism generalise labels from colour photographs based on sameness of shape, colour, or both. Children with autism and language-matched controls were taught novel words paired with photographs of unfamiliar objects, and then sorted pictures and objects into two buckets according to whether or not they were also referents of the newly-learned labels. Stimuli matched depicted referents on shape and/or colour. Children with autism extended labels to items that matched depicted objects on shape and colour, but also frequently generalised to items that matched on only shape or colour. Controls only generalised labels to items that matched the depicted referent’s shape. Thus, low-functioning children with autism may not understand that shape constrains symbolic word–picture–object relations. En ligne : http://dx.doi.org/10.1007/s10803-014-2074-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236 [article] Brief Report: Generalisation of Word–Picture Relations in Children with Autism and Typically Developing Children [Texte imprimé et/ou numérique] / Calum HARTLEY, Auteur ; Melissa L. ALLEN, Auteur . - p.2064-2071. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-8 (August 2014) . - p.2064-2071 Mots-clés : Autism  Words  Understanding pictures  Generalisation  Shape bias  Colour Index. décimale : PER Périodiques Résumé : We investigated whether low-functioning children with autism generalise labels from colour photographs based on sameness of shape, colour, or both. Children with autism and language-matched controls were taught novel words paired with photographs of unfamiliar objects, and then sorted pictures and objects into two buckets according to whether or not they were also referents of the newly-learned labels. Stimuli matched depicted referents on shape and/or colour. Children with autism extended labels to items that matched depicted objects on shape and colour, but also frequently generalised to items that matched on only shape or colour. Controls only generalised labels to items that matched the depicted referent’s shape. Thus, low-functioning children with autism may not understand that shape constrains symbolic word–picture–object relations. En ligne : http://dx.doi.org/10.1007/s10803-014-2074-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=236

Exploring the Influence of Object Similarity and Desirability on Children?s Ownership Identification and Preferences in Autism and Typical Development / Calum HARTLEY ; Laura-Ashleigh Bird in Journal of Autism and Developmental Disorders, 53-6 (June 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2362-2372 Titre : Exploring the Influence of Object Similarity and Desirability on Children?s Ownership Identification and Preferences in Autism and Typical Development : Journal of Autism and Developmental Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Calum HARTLEY, Auteur ; Laura-Ashleigh Bird, Auteur Article en page(s) : p.2362-2372 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study investigated how ownership identification accuracy and object preferences in children with autism spectrum disorder (ASD) are influenced by visual distinctiveness and relative desirability. Unlike typically developing (TD) children matched on receptive language (M age equivalents: 58.8-59.9 months), children with ASD had difficulty identifying another person?s property when object discriminability was low and identifying their own relatively undesirable objects. Children with ASD identified novel objects designated to them with no greater accuracy than objects designated to others, and associating objects with the self did not bias their preferences. We propose that, due to differences in development of the psychological self, ownership does not increase the attentional or preferential salience of objects for children with ASD. En ligne : https://doi.org/10.1007/s10803-022-05489-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506 [article] Exploring the Influence of Object Similarity and Desirability on Children?s Ownership Identification and Preferences in Autism and Typical Development : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Calum HARTLEY, Auteur ; Laura-Ashleigh Bird, Auteur . - p.2362-2372. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-6 (June 2023) . - p.2362-2372 Index. décimale : PER Périodiques Résumé : This study investigated how ownership identification accuracy and object preferences in children with autism spectrum disorder (ASD) are influenced by visual distinctiveness and relative desirability. Unlike typically developing (TD) children matched on receptive language (M age equivalents: 58.8-59.9 months), children with ASD had difficulty identifying another person?s property when object discriminability was low and identifying their own relatively undesirable objects. Children with ASD identified novel objects designated to them with no greater accuracy than objects designated to others, and associating objects with the self did not bias their preferences. We propose that, due to differences in development of the psychological self, ownership does not increase the attentional or preferential salience of objects for children with ASD. En ligne : https://doi.org/10.1007/s10803-022-05489-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=506

How do Autistic and Neurotypical Children?s Interests Influence their Accuracy During Novel Word Learning? / Gert WESTERMANN ; Calum HARTLEY in Journal of Autism and Developmental Disorders, 54-9 (September 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-9 (September 2024) . - p.3301-3315 Titre : How do Autistic and Neurotypical Children?s Interests Influence their Accuracy During Novel Word Learning? Type de document : Texte imprimé et/ou numérique Auteurs : Gert WESTERMANN, Auteur ; Calum HARTLEY, Auteur Article en page(s) : p.3301-3315 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Word learning depends on attention - children must focus on the right things at the right times. However, autistic children often display restricted interests, limiting their intake of stimuli during word learning. This study investigates how category interests influence word learning in autism and neurotypical development. Autistic and neurotypical children matched on receptive vocabulary used a touch-screen computer to learn novel words associated with animals (high-interest stimuli) and objects (neutral-interest stimuli) via fast mapping. Response accuracy and speed were examined at referent selection, 5-minute retention, and 24-hour retention. Both groups identified meanings of novel words associated with unfamiliar animals and objects via mutual exclusivity with comparable accuracy. After 5 minutes, autistic children retained animal names with greater accuracy than neurotypical children. Autistic children showed a greater increase in their accuracy between 5-minute and 24-hour retention and outperformed neurotypical children across conditions after a night?s sleep. Across groups, 24-hour retention was predicted by number of target word repetitions heard at referent selection, indicating a relationship between fast mapping input and retention. However, autistic children were slower to respond correctly, particularly in the animal condition. For autistic children, superior word learning associated with high-interest stimuli was relatively short-term, as sleep appeared to consolidate their memory representations for neutral-interest stimuli. Although these results demonstrate that fundamental word learning mechanisms are not atypical in autism, slower response times may signal a speed-accuracy trade-off that could have implications for naturalistic language acquisition. Our findings also indicate favourable environmental conditions to scaffold word learning. En ligne : https://doi.org/10.1007/s10803-023-06066-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534 [article] How do Autistic and Neurotypical Children?s Interests Influence their Accuracy During Novel Word Learning? [Texte imprimé et/ou numérique] / Gert WESTERMANN, Auteur ; Calum HARTLEY, Auteur . - p.3301-3315. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 54-9 (September 2024) . - p.3301-3315 Index. décimale : PER Périodiques Résumé : Word learning depends on attention - children must focus on the right things at the right times. However, autistic children often display restricted interests, limiting their intake of stimuli during word learning. This study investigates how category interests influence word learning in autism and neurotypical development. Autistic and neurotypical children matched on receptive vocabulary used a touch-screen computer to learn novel words associated with animals (high-interest stimuli) and objects (neutral-interest stimuli) via fast mapping. Response accuracy and speed were examined at referent selection, 5-minute retention, and 24-hour retention. Both groups identified meanings of novel words associated with unfamiliar animals and objects via mutual exclusivity with comparable accuracy. After 5 minutes, autistic children retained animal names with greater accuracy than neurotypical children. Autistic children showed a greater increase in their accuracy between 5-minute and 24-hour retention and outperformed neurotypical children across conditions after a night?s sleep. Across groups, 24-hour retention was predicted by number of target word repetitions heard at referent selection, indicating a relationship between fast mapping input and retention. However, autistic children were slower to respond correctly, particularly in the animal condition. For autistic children, superior word learning associated with high-interest stimuli was relatively short-term, as sleep appeared to consolidate their memory representations for neutral-interest stimuli. Although these results demonstrate that fundamental word learning mechanisms are not atypical in autism, slower response times may signal a speed-accuracy trade-off that could have implications for naturalistic language acquisition. Our findings also indicate favourable environmental conditions to scaffold word learning. En ligne : https://doi.org/10.1007/s10803-023-06066-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=534

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)  

Public ISBD [article]  inAutism > 19-5 (July 2015) . - p.570-579 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 [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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 45-1 (January 2015) . - p.15-30 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 [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

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