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Brief Report: Fast Mapping Predicts Differences in Concurrent and Later Language Abilities Among Children with ASD / Courtney E. VENKER in Journal of Autism and Developmental Disorders, 46-3 (March 2016)
[article]
Titre : Brief Report: Fast Mapping Predicts Differences in Concurrent and Later Language Abilities Among Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Courtney E. VENKER, Auteur ; Sara T. KOVER, Auteur ; Susan ELLIS WEISMER, Auteur Article en page(s) : p.1118-1123 Langues : Anglais (eng) Mots-clés : Fast mapping Word learning Language Cognition Autism spectrum disorder Index. décimale : PER Périodiques Résumé : This study investigated whether the ability to learn word-object associations following minimal exposure (i.e., fast mapping) was associated with concurrent and later language abilities in children with ASD. Children who were poor learners at age 3½ had significantly lower receptive language abilities than children who successfully learned the new words, both concurrently (n = 59) and 2 years later (n = 53), lending ecological validity to experimental fast-mapping tasks. Fast mapping comprehension at age 3½ was associated with better language outcomes regardless of whether children had produced the new words. These findings highlight the importance of investigating processes of language learning in children with ASD. Understanding these processes will enable the development of maximally effective strategies for supporting word learning. En ligne : http://dx.doi.org/10.1007/s10803-015-2644-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282
in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.1118-1123[article] Brief Report: Fast Mapping Predicts Differences in Concurrent and Later Language Abilities Among Children with ASD [Texte imprimé et/ou numérique] / Courtney E. VENKER, Auteur ; Sara T. KOVER, Auteur ; Susan ELLIS WEISMER, Auteur . - p.1118-1123.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.1118-1123
Mots-clés : Fast mapping Word learning Language Cognition Autism spectrum disorder Index. décimale : PER Périodiques Résumé : This study investigated whether the ability to learn word-object associations following minimal exposure (i.e., fast mapping) was associated with concurrent and later language abilities in children with ASD. Children who were poor learners at age 3½ had significantly lower receptive language abilities than children who successfully learned the new words, both concurrently (n = 59) and 2 years later (n = 53), lending ecological validity to experimental fast-mapping tasks. Fast mapping comprehension at age 3½ was associated with better language outcomes regardless of whether children had produced the new words. These findings highlight the importance of investigating processes of language learning in children with ASD. Understanding these processes will enable the development of maximally effective strategies for supporting word learning. En ligne : http://dx.doi.org/10.1007/s10803-015-2644-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=282 Are Children With Autism More Likely to Retain Object Names When Learning From Colour Photographs or Black-and-White Cartoons? / C. K. CARTER in Journal of Autism and Developmental Disorders, 51-9 (September 2021)
[article]
Titre : Are Children With Autism More Likely to Retain Object Names When Learning From Colour Photographs or Black-and-White Cartoons? Type de document : Texte imprimé et/ou numérique Auteurs : C. K. CARTER, Auteur ; C. HARTLEY, Auteur Article en page(s) : p.3050-3062 Langues : Anglais (eng) Mots-clés : African Americans Autism Spectrum Disorder Autistic Disorder Case-Control Studies Child Color Humans Autism spectrum disorder Fast mapping Iconicity Pictures Retention Word learning Index. décimale : PER Périodiques Résumé : For the first time, this study investigated whether children with autism spectrum disorder (ASD) and typically developing (TD) children matched on language comprehension (M age equivalent?=??~?44 months) are more likely to retain words when learning from colour photographs than black-and-white cartoons. Participants used mutual exclusivity to fast map novel word-picture relationships and retention was assessed following a 5-min delay. Children with ASD achieved significantly greater retention accuracy when learning from photographs rather than cartoons and, surprisingly, responded more accurately than TD children when learning from photographs. Our results demonstrate that children with ASD benefit from greater iconicity when learning words from pictures, providing a data-grounded rationale for using colour photographs when administering picture-based interventions. En ligne : http://dx.doi.org/10.1007/s10803-020-04771-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453
in Journal of Autism and Developmental Disorders > 51-9 (September 2021) . - p.3050-3062[article] Are Children With Autism More Likely to Retain Object Names When Learning From Colour Photographs or Black-and-White Cartoons? [Texte imprimé et/ou numérique] / C. K. CARTER, Auteur ; C. HARTLEY, Auteur . - p.3050-3062.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-9 (September 2021) . - p.3050-3062
Mots-clés : African Americans Autism Spectrum Disorder Autistic Disorder Case-Control Studies Child Color Humans Autism spectrum disorder Fast mapping Iconicity Pictures Retention Word learning Index. décimale : PER Périodiques Résumé : For the first time, this study investigated whether children with autism spectrum disorder (ASD) and typically developing (TD) children matched on language comprehension (M age equivalent?=??~?44 months) are more likely to retain words when learning from colour photographs than black-and-white cartoons. Participants used mutual exclusivity to fast map novel word-picture relationships and retention was assessed following a 5-min delay. Children with ASD achieved significantly greater retention accuracy when learning from photographs rather than cartoons and, surprisingly, responded more accurately than TD children when learning from photographs. Our results demonstrate that children with ASD benefit from greater iconicity when learning words from pictures, providing a data-grounded rationale for using colour photographs when administering picture-based interventions. En ligne : http://dx.doi.org/10.1007/s10803-020-04771-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 Use of Emotional Cues for Lexical Learning: A Comparison of Autism Spectrum Disorder and Fragile X Syndrome / Angela John THURMAN in Journal of Autism and Developmental Disorders, 45-4 (April 2015)
[article]
Titre : Use of Emotional Cues for Lexical Learning: A Comparison of Autism Spectrum Disorder and Fragile X Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Angela John THURMAN, Auteur ; Andrea MCDUFFIE, Auteur ; Sara T. KOVER, Auteur ; Randi J. HAGERMAN, Auteur ; Marie M. CHANNELL, Auteur ; Ann MASTERGEORGE, Auteur ; Leonard ABBEDUTO, Auteur Article en page(s) : p.1042-1061 Langues : Anglais (eng) Mots-clés : Fragile X syndrome Autism spectrum disorder Lexical learning Fast mapping Emotion Index. décimale : PER Périodiques Résumé : The present study evaluated the ability of males with fragile X syndrome (FXS), nonsyndromic autism spectrum disorder (ASD), or typical development to learn new words by using as a cue to the intended referent an emotional reaction indicating a successful (excitement) or unsuccessful (disappointment) search for a novel object. Performance for all groups exceeded chance-levels in both search conditions. In the Successful Search condition, participants with nonsyndromic ASD performed similarly to participants with FXS after controlling for severity of ASD. In the Unsuccessful Search condition, participants with FXS performed significantly worse than participants with nonsyndromic ASD, after controlling for severity of ASD. Predictors of performance in both search conditions differed between the three groups. Theoretical and clinical implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2260-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258
in Journal of Autism and Developmental Disorders > 45-4 (April 2015) . - p.1042-1061[article] Use of Emotional Cues for Lexical Learning: A Comparison of Autism Spectrum Disorder and Fragile X Syndrome [Texte imprimé et/ou numérique] / Angela John THURMAN, Auteur ; Andrea MCDUFFIE, Auteur ; Sara T. KOVER, Auteur ; Randi J. HAGERMAN, Auteur ; Marie M. CHANNELL, Auteur ; Ann MASTERGEORGE, Auteur ; Leonard ABBEDUTO, Auteur . - p.1042-1061.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-4 (April 2015) . - p.1042-1061
Mots-clés : Fragile X syndrome Autism spectrum disorder Lexical learning Fast mapping Emotion Index. décimale : PER Périodiques Résumé : The present study evaluated the ability of males with fragile X syndrome (FXS), nonsyndromic autism spectrum disorder (ASD), or typical development to learn new words by using as a cue to the intended referent an emotional reaction indicating a successful (excitement) or unsuccessful (disappointment) search for a novel object. Performance for all groups exceeded chance-levels in both search conditions. In the Successful Search condition, participants with nonsyndromic ASD performed similarly to participants with FXS after controlling for severity of ASD. In the Unsuccessful Search condition, participants with FXS performed significantly worse than participants with nonsyndromic ASD, after controlling for severity of ASD. Predictors of performance in both search conditions differed between the three groups. Theoretical and clinical implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2260-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258