Are Children with Autism Spectrum Disorder Initially Attuned to Object Function Rather Than Shape for Word Learning? / Charlotte FIELD in Journal of Autism and Developmental Disorders, 46-4 (April 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1210-1219 Titre : Are Children with Autism Spectrum Disorder Initially Attuned to Object Function Rather Than Shape for Word Learning? Type de document : Texte imprimé et/ou numérique Auteurs : Charlotte FIELD, Auteur ; Melissa L. ALLEN, Auteur ; Charlie LEWIS, Auteur Année de publication : 2016 Article en page(s) : p.1210-1219 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Developmental disorder  Function bias  Shape bias  Word learning Index. décimale : PER Périodiques Résumé : We investigate the function bias—generalising words to objects with the same function—in typically developing (TD) children, children with autism spectrum disorder (ASD) and children with other developmental disorders. Across four trials, a novel object was named and its function was described and demonstrated. Children then selected the other referent from a shape match (same shape, different function) and function match (same function, different shape) object. TD children and children with ASD were ‘function biased’, although further investigation established that having a higher VMA facilitated function bias understanding in TD children, but having a lower VMA facilitated function bias understanding in children with ASD. This suggests that children with ASD are initially attuned to object function, not shape. En ligne : http://dx.doi.org/10.1007/s10803-015-2657-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284 [article] Are Children with Autism Spectrum Disorder Initially Attuned to Object Function Rather Than Shape for Word Learning? [Texte imprimé et/ou numérique] / Charlotte FIELD, Auteur ; Melissa L. ALLEN, Auteur ; Charlie LEWIS, Auteur . - 2016 . - p.1210-1219. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1210-1219 Mots-clés : Autism spectrum disorder  Developmental disorder  Function bias  Shape bias  Word learning Index. décimale : PER Périodiques Résumé : We investigate the function bias—generalising words to objects with the same function—in typically developing (TD) children, children with autism spectrum disorder (ASD) and children with other developmental disorders. Across four trials, a novel object was named and its function was described and demonstrated. Children then selected the other referent from a shape match (same shape, different function) and function match (same function, different shape) object. TD children and children with ASD were ‘function biased’, although further investigation established that having a higher VMA facilitated function bias understanding in TD children, but having a lower VMA facilitated function bias understanding in children with ASD. This suggests that children with ASD are initially attuned to object function, not shape. En ligne : http://dx.doi.org/10.1007/s10803-015-2657-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=284

Attentional Learning Helps Language Acquisition Take Shape for Atypically Developing Children, Not Just Children with Autism Spectrum Disorders / Charlotte FIELD in Journal of Autism and Developmental Disorders, 46-10 (October 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-10 (October 2016) . - p.3195-3206 Titre : Attentional Learning Helps Language Acquisition Take Shape for Atypically Developing Children, Not Just Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Charlotte FIELD, Auteur ; Melissa L. ALLEN, Auteur ; Charlie LEWIS, Auteur Article en page(s) : p.3195-3206 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Shape bias  Shape-as-cue  Attentional-learning-account  Word learning  Delay versus deviance Index. décimale : PER Périodiques Résumé : The shape bias—generalising labels to same shaped objects—has been linked to attentional learning or referential intent. We explore these origins in children with typical development (TD), autism spectrum disorders (ASD) and other developmental disorders (DD). In two conditions, a novel object was presented and either named or described. Children selected another from a shape, colour or texture match. TD children choose the shape match in both conditions, children with DD and ‘high-verbal mental age’ (VMA) children with ASD (language age > 4.6) did so in the name condition and ‘low-VMA’ children with ASD never showed the heuristic. Thus, the shape bias arises from attentional learning in atypically developing children and is delayed in ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2401-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293 [article] Attentional Learning Helps Language Acquisition Take Shape for Atypically Developing Children, Not Just Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Charlotte FIELD, Auteur ; Melissa L. ALLEN, Auteur ; Charlie LEWIS, Auteur . - p.3195-3206. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-10 (October 2016) . - p.3195-3206 Mots-clés : Autism spectrum disorders  Shape bias  Shape-as-cue  Attentional-learning-account  Word learning  Delay versus deviance Index. décimale : PER Périodiques Résumé : The shape bias—generalising labels to same shaped objects—has been linked to attentional learning or referential intent. We explore these origins in children with typical development (TD), autism spectrum disorders (ASD) and other developmental disorders (DD). In two conditions, a novel object was presented and either named or described. Children selected another from a shape, colour or texture match. TD children choose the shape match in both conditions, children with DD and ‘high-verbal mental age’ (VMA) children with ASD (language age > 4.6) did so in the name condition and ‘low-VMA’ children with ASD never showed the heuristic. Thus, the shape bias arises from attentional learning in atypically developing children and is delayed in ASD. En ligne : http://dx.doi.org/10.1007/s10803-015-2401-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=293

Brief Report: Decoding Representations: How Children with Autism Understand Drawings / Melissa L. ALLEN in Journal of Autism and Developmental Disorders, 39-3 (March 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-3 (March 2009) . - p.539-543 Titre : Brief Report: Decoding Representations: How Children with Autism Understand Drawings Type de document : Texte imprimé et/ou numérique Auteurs : Melissa L. ALLEN, Auteur Année de publication : 2009 Article en page(s) : p.539-543 Langues : Anglais (eng) Mots-clés : Drawings Representation Intention Symbols Index. décimale : PER Périodiques Résumé : Young typically developing children can reason about abstract depictions if they know the intention of the artist. Children with autism spectrum disorder (ASD), who are notably impaired in social, ‘intention monitoring’ domains, may have great difficulty in decoding vague representations. In Experiment 1, children with ASD are unable to use another person’s eye gaze as a cue for figuring out what an abstract picture represents. In contrast, when the participants themselves are the artists (Experiment 2), children with ASD are equally proficient as controls at identifying their own perceptually identical pictures (e.g. lollipop and balloon) after a delay, based upon what they intended them to be. Results are discussed in terms of intention and understanding of visual representation in autism. En ligne : http://dx.doi.org/10.1007/s10803-008-0650-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=697 [article] Brief Report: Decoding Representations: How Children with Autism Understand Drawings [Texte imprimé et/ou numérique] / Melissa L. ALLEN, Auteur . - 2009 . - p.539-543. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-3 (March 2009) . - p.539-543 Mots-clés : Drawings Representation Intention Symbols Index. décimale : PER Périodiques Résumé : Young typically developing children can reason about abstract depictions if they know the intention of the artist. Children with autism spectrum disorder (ASD), who are notably impaired in social, ‘intention monitoring’ domains, may have great difficulty in decoding vague representations. In Experiment 1, children with ASD are unable to use another person’s eye gaze as a cue for figuring out what an abstract picture represents. In contrast, when the participants themselves are the artists (Experiment 2), children with ASD are equally proficient as controls at identifying their own perceptually identical pictures (e.g. lollipop and balloon) after a delay, based upon what they intended them to be. Results are discussed in terms of intention and understanding of visual representation in autism. En ligne : http://dx.doi.org/10.1007/s10803-008-0650-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=697

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

Brief Report: Imaginative Drawing in Children with Autism Spectrum Disorder and Learning Disabilities / Melissa L. ALLEN in Journal of Autism and Developmental Disorders, 46-2 (February 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.704-712 Titre : Brief Report: Imaginative Drawing in Children with Autism Spectrum Disorder and Learning Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Melissa L. ALLEN, Auteur ; Eleanore CRAIG, Auteur Année de publication : 2016 Article en page(s) : p.704-712 Langues : Anglais (eng) Mots-clés : Imagination  Drawing  Planning  Autism  Learning disabilities Index. décimale : PER Périodiques Résumé : Here we examine imaginative drawing abilities in children with Autism Spectrum Disorder (ASD) and learning disabilities (LD) under several conditions: spontaneous production, with use of a template, and combining two real entities to form an ‘unreal’ entity. Sixteen children in each group, matched on mental and chronological age, were asked to draw a number of ‘impossible’ pictures of humans and dogs. Children with ASD were impaired in spontaneous drawings and included fewer impossible features than children with LD, but there was no difference when a template was provided. An autism-specific deficit was revealed in the task involving combining entities. Results suggest that children with ASD do not have a general imaginative deficit; impairment is instead related to planning demands. En ligne : http://dx.doi.org/10.1007/s10803-015-2599-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280 [article] Brief Report: Imaginative Drawing in Children with Autism Spectrum Disorder and Learning Disabilities [Texte imprimé et/ou numérique] / Melissa L. ALLEN, Auteur ; Eleanore CRAIG, Auteur . - 2016 . - p.704-712. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-2 (February 2016) . - p.704-712 Mots-clés : Imagination  Drawing  Planning  Autism  Learning disabilities Index. décimale : PER Périodiques Résumé : Here we examine imaginative drawing abilities in children with Autism Spectrum Disorder (ASD) and learning disabilities (LD) under several conditions: spontaneous production, with use of a template, and combining two real entities to form an ‘unreal’ entity. Sixteen children in each group, matched on mental and chronological age, were asked to draw a number of ‘impossible’ pictures of humans and dogs. Children with ASD were impaired in spontaneous drawings and included fewer impossible features than children with LD, but there was no difference when a template was provided. An autism-specific deficit was revealed in the task involving combining entities. Results suggest that children with ASD do not have a general imaginative deficit; impairment is instead related to planning demands. En ligne : http://dx.doi.org/10.1007/s10803-015-2599-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280

Communication and Symbolic Research in Autism Spectrum Disorder: Linking Method and Theory / Melissa L. ALLEN in Journal of Autism and Developmental Disorders, 45-1 (January 2015)  

Permalink

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)  

Permalink

Implicit and explicit understanding of ambiguous figures by adolescents with autism spectrum disorder / Melissa L. ALLEN in Autism, 15-4 (July 2011)  

Permalink

Narrative comprehension and engagement with e-books vs. paper-books in autism spectrum condition / Bethany R. WAINWRIGHT in Autism & Developmental Language Impairments, 5 (January-December 2020)  

Permalink

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)  

Permalink

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)  

Permalink

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)  

Permalink

The Specificity of Inhibitory Impairments in Autism and Their Relation to ADHD-Type Symptoms / Charlotte SANDERSON in Journal of Autism and Developmental Disorders, 43-5 (May 2013)  

Permalink

---

1 (1 - 13 / 13)