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Brief Report: Pointing Cues Facilitate Word Learning in Children with Autism Spectrum Disorder / Hironori AKECHI in Journal of Autism and Developmental Disorders, 43-1 (January 2013)
[article]
Titre : Brief Report: Pointing Cues Facilitate Word Learning in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Hironori AKECHI, Auteur ; Yukiko KIKUCHI, Auteur ; Yoshikuni TOJO, Auteur ; Hiroo OSANAI, Auteur ; Toshikazu HASEGAWA, Auteur Année de publication : 2013 Article en page(s) : p.230-235 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Word learning Gaze Pointing Eye-tracking Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) reportedly have difficulty associating novel words to an object via the speaker's gaze. It has also been suggested that their performance is related to their gaze duration on the object and improves when the object moves and becomes more salient. However, there is a possibility that they have only relied on the object's movement and have not referenced the speaker's cue (i.e. gaze direction). The current study with children with ASD and typically developing children aged 6'11 years demonstrated that adding another speaker's cue (i.e. pointing) improves the performance of children with ASD. This suggests that additional speaker's cues may help referential word learning in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1555-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=187
in Journal of Autism and Developmental Disorders > 43-1 (January 2013) . - p.230-235[article] Brief Report: Pointing Cues Facilitate Word Learning in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Hironori AKECHI, Auteur ; Yukiko KIKUCHI, Auteur ; Yoshikuni TOJO, Auteur ; Hiroo OSANAI, Auteur ; Toshikazu HASEGAWA, Auteur . - 2013 . - p.230-235.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-1 (January 2013) . - p.230-235
Mots-clés : Autism spectrum disorder Word learning Gaze Pointing Eye-tracking Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) reportedly have difficulty associating novel words to an object via the speaker's gaze. It has also been suggested that their performance is related to their gaze duration on the object and improves when the object moves and becomes more salient. However, there is a possibility that they have only relied on the object's movement and have not referenced the speaker's cue (i.e. gaze direction). The current study with children with ASD and typically developing children aged 6'11 years demonstrated that adding another speaker's cue (i.e. pointing) improves the performance of children with ASD. This suggests that additional speaker's cues may help referential word learning in children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-012-1555-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=187 Perception of Pointing from Biological Motion Point-Light Displays in Typically Developing Children and Children with Autism Spectrum Disorder / John SWETTENHAM in Journal of Autism and Developmental Disorders, 43-6 (June 2013)
[article]
Titre : Perception of Pointing from Biological Motion Point-Light Displays in Typically Developing Children and Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : John SWETTENHAM, Auteur ; Anna REMINGTON, Auteur ; Katherine LAING, Auteur ; Rosemary FLETCHER, Auteur ; Mike COLEMAN, Auteur ; Juan-Carlos GOMEZ, Auteur Article en page(s) : p.1437-1446 Langues : Anglais (eng) Mots-clés : Autism ASD Pointing Joint attention Biological motion Index. décimale : PER Périodiques Résumé : We examined whether the movement involved in a pointing gesture, depicted using point-light displays, is sufficient to cue attention in typically developing children (TD) and children with autism spectrum disorder (ASD) (aged 8–11 years). Using a Posner-type paradigm, a centrally located display indicated the location of a forthcoming target on 80 % of trials and the opposite location on 20 % of trials. TD children, but not children with ASD, were faster to identify a validly cued target than an invalidly cued target. A scrambled version of the point-light pointing gesture, retaining individual dot speed and direction of movement but not the configuration, produced no validity effect in either group. A video of a pointing gesture produced validity effects in both groups. En ligne : http://dx.doi.org/10.1007/s10803-012-1699-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201
in Journal of Autism and Developmental Disorders > 43-6 (June 2013) . - p.1437-1446[article] Perception of Pointing from Biological Motion Point-Light Displays in Typically Developing Children and Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / John SWETTENHAM, Auteur ; Anna REMINGTON, Auteur ; Katherine LAING, Auteur ; Rosemary FLETCHER, Auteur ; Mike COLEMAN, Auteur ; Juan-Carlos GOMEZ, Auteur . - p.1437-1446.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-6 (June 2013) . - p.1437-1446
Mots-clés : Autism ASD Pointing Joint attention Biological motion Index. décimale : PER Périodiques Résumé : We examined whether the movement involved in a pointing gesture, depicted using point-light displays, is sufficient to cue attention in typically developing children (TD) and children with autism spectrum disorder (ASD) (aged 8–11 years). Using a Posner-type paradigm, a centrally located display indicated the location of a forthcoming target on 80 % of trials and the opposite location on 20 % of trials. TD children, but not children with ASD, were faster to identify a validly cued target than an invalidly cued target. A scrambled version of the point-light pointing gesture, retaining individual dot speed and direction of movement but not the configuration, produced no validity effect in either group. A video of a pointing gesture produced validity effects in both groups. En ligne : http://dx.doi.org/10.1007/s10803-012-1699-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=201 Different Ways of Making a Point: A Study of Gestural Communication in Typical and Atypical Early Development / Sara RAMOS-CABO in Autism Research, 14-5 (May 2021)
[article]
Titre : Different Ways of Making a Point: A Study of Gestural Communication in Typical and Atypical Early Development Type de document : Texte imprimé et/ou numérique Auteurs : Sara RAMOS-CABO, Auteur ; Valentin VULCHANOV, Auteur ; Mila VULCHANOVA, Auteur Article en page(s) : p.984-996 Langues : Anglais (eng) Mots-clés : autism distal gestures handshape nonverbal communication pointing proximal gestures Index. décimale : PER Périodiques Résumé : Deictic pointing is among the most impaired gestures in children with autism. Research on typical development demonstrates that contact with the referent and handshape when pointing, are associated with different communicative intentions and developmental stages. Despite their importance, the morphological features of pointing remain largely unexplored in autism. The aim of the present study was to map out pointing production in autism with a focus on handshape and contact with the referent. Participants (age range = 1-6?years old) with ASD (n = 16), at high risk for autism (n = 13) and typically developing children (n = 18) interacted with their caregivers in a gesture elicitation task. Results showed that children with ASD produced fewer pointing gestures overall and fewer index finger pointing without contact with the referent compared to the typically developing children. LAY SUMMARY: Children with autism produce less gestures than typical children, and pointing gestures appear to be more affected than other gesture types. Whether children point using their index finger or the palm, and whether they touch or not the referent is crucial for understanding communicative intentions. This is the first study to document experimentally exactly how pointing gestures differ in autism in comparison to typical development. We found important qualitative differences in the communicative patterns of children with autism and at risk for autism, that may serve to identify potential new markers for early diagnosis. Autism Res 2021, 14: 984-996. © 2020 The Authors. Autism Research published by International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2438 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444
in Autism Research > 14-5 (May 2021) . - p.984-996[article] Different Ways of Making a Point: A Study of Gestural Communication in Typical and Atypical Early Development [Texte imprimé et/ou numérique] / Sara RAMOS-CABO, Auteur ; Valentin VULCHANOV, Auteur ; Mila VULCHANOVA, Auteur . - p.984-996.
Langues : Anglais (eng)
in Autism Research > 14-5 (May 2021) . - p.984-996
Mots-clés : autism distal gestures handshape nonverbal communication pointing proximal gestures Index. décimale : PER Périodiques Résumé : Deictic pointing is among the most impaired gestures in children with autism. Research on typical development demonstrates that contact with the referent and handshape when pointing, are associated with different communicative intentions and developmental stages. Despite their importance, the morphological features of pointing remain largely unexplored in autism. The aim of the present study was to map out pointing production in autism with a focus on handshape and contact with the referent. Participants (age range = 1-6?years old) with ASD (n = 16), at high risk for autism (n = 13) and typically developing children (n = 18) interacted with their caregivers in a gesture elicitation task. Results showed that children with ASD produced fewer pointing gestures overall and fewer index finger pointing without contact with the referent compared to the typically developing children. LAY SUMMARY: Children with autism produce less gestures than typical children, and pointing gestures appear to be more affected than other gesture types. Whether children point using their index finger or the palm, and whether they touch or not the referent is crucial for understanding communicative intentions. This is the first study to document experimentally exactly how pointing gestures differ in autism in comparison to typical development. We found important qualitative differences in the communicative patterns of children with autism and at risk for autism, that may serve to identify potential new markers for early diagnosis. Autism Res 2021, 14: 984-996. © 2020 The Authors. Autism Research published by International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2438 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 Early Lateralization of Gestures in Autism: Right-Handed Points Predict Expressive Language / Nevena DIMITROVA in Journal of Autism and Developmental Disorders, 50-4 (April 2020)
[article]
Titre : Early Lateralization of Gestures in Autism: Right-Handed Points Predict Expressive Language Type de document : Texte imprimé et/ou numérique Auteurs : Nevena DIMITROVA, Auteur ; Christine MOHR, Auteur ; ?eyda ÖZÇALI?KAN, Auteur ; Lauren B. ADAMSON, Auteur Article en page(s) : p.1147-1158 Langues : Anglais (eng) Mots-clés : Autism Gesture Hand preference Language development Laterality Pointing Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) produce fewer deictic gestures, accompanied by delays/deviations in speech development, compared to typically-developing (TD) children. We ask whether children with ASD-like TD children-show right-hand preference in gesturing and whether right-handed gestures predict their vocabulary size in speech. Our analysis of handedness in gesturing in children with ASD (n = 23, Mage = 30-months) and with TD (n = 23, Mage = 18-months) during mother-child play showed a right-hand preference for TD children-but not for children with ASD. Nonetheless, right-handed deictic gestures predicted expressive vocabulary 1 year later in both children with ASD and with TD. Handedness for gesture, both hand preference and amount of right-handed pointing, may be an important indicator of language development in autism and typical development. En ligne : http://dx.doi.org/10.1007/s10803-019-04347-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421
in Journal of Autism and Developmental Disorders > 50-4 (April 2020) . - p.1147-1158[article] Early Lateralization of Gestures in Autism: Right-Handed Points Predict Expressive Language [Texte imprimé et/ou numérique] / Nevena DIMITROVA, Auteur ; Christine MOHR, Auteur ; ?eyda ÖZÇALI?KAN, Auteur ; Lauren B. ADAMSON, Auteur . - p.1147-1158.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-4 (April 2020) . - p.1147-1158
Mots-clés : Autism Gesture Hand preference Language development Laterality Pointing Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) produce fewer deictic gestures, accompanied by delays/deviations in speech development, compared to typically-developing (TD) children. We ask whether children with ASD-like TD children-show right-hand preference in gesturing and whether right-handed gestures predict their vocabulary size in speech. Our analysis of handedness in gesturing in children with ASD (n = 23, Mage = 30-months) and with TD (n = 23, Mage = 18-months) during mother-child play showed a right-hand preference for TD children-but not for children with ASD. Nonetheless, right-handed deictic gestures predicted expressive vocabulary 1 year later in both children with ASD and with TD. Handedness for gesture, both hand preference and amount of right-handed pointing, may be an important indicator of language development in autism and typical development. En ligne : http://dx.doi.org/10.1007/s10803-019-04347-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421