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Word learning and verbal working memory in children with developmental language disorder / Emily JACKSON in Autism & Developmental Language Impairments, 6 (January-December 2021)
[article]
Titre : Word learning and verbal working memory in children with developmental language disorder Type de document : Texte imprimé et/ou numérique Auteurs : Emily JACKSON, Auteur ; Suze LEITÃO, Auteur ; Mary CLAESSEN, Auteur ; Mark E. BOYES, Auteur Article en page(s) : 23969415211004109 Langues : Anglais (eng) Mots-clés : Word learning vocabulary verbal working memory developmental language disorder Index. décimale : PER Périodiques Résumé : Background and aimsPrevious research into word learning in children with developmental language disorder (DLD) indicates that the learning of word forms and meanings, rather than form-referent links, is problematic. This difficulty appears to arise with impaired encoding, while retention of word knowledge remains intact. Evidence also suggests that word learning skills may be related to verbal working memory. We aimed to substantiate these findings in the current study by exploring word learning over a series of days.MethodsFifty children with DLD (mean age 6; 11, 72% male) and 54 age-matched typically developing (TD) children (mean age 6; 10, 56% male) were taught eight novel words across a four-day word learning protocol. Day 1 measured encoding, Days 2 and 3 measured re-encoding, and Day 4 assessed retention. At each day, word learning success was evaluated using Naming, Recognition, Description, and Identification tasks.ResultsChildren with DLD showed comparable performance to the TD group on the Identification task, indicating an intact ability to learn the form-referent links. In contrast, children with DLD performed significantly worse for Naming and Recognition (signifying an impaired ability to learn novel word forms), and for Description, indicating problems establishing new word meanings. These deficits for the DLD group were apparent at Days 1, 2, and 3 of testing, indicating impairments with initial encoding and re-encoding; however, the DLD and TD groups demonstrated a similar rate of learning. All children found the retention assessments at Day 4 difficult, and there were no significant group differences. Finally, verbal working memory emerged as a significant moderator of performance on the Naming and Recognition tasks, such that children with DLD and poor verbal working memory had the lowest levels of accuracy.ConclusionsThis study demonstrates that children with DLD struggle with learning novel word forms and meanings, but are unimpaired in their ability to establish new form-referent links. The findings suggest that the word learning deficit may be attributed to problems with encoding, rather than with retention, of new word knowledge; however, further exploration is required given the poor performance of both groups for retention testing. Furthermore, we found evidence that an impaired ability to learn word forms may only be apparent in children who have DLD and low levels of verbal working memory.ImplicationsWhen working with children with DLD, speech-language pathologists should assess word learning using tasks that evaluate the ability to learn word forms, meanings, and form-referent links to develop a profile of individual word learning strengths and weaknesses. Clinicians should also assess verbal working memory to identify children at particular risk of word learning deficits. Future research should explore the notion of optimal intervention intensity for facilitating word learning in children with poor language and verbal working memory. En ligne : http://dx.doi.org/10.1177/23969415211004109 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459
in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 23969415211004109[article] Word learning and verbal working memory in children with developmental language disorder [Texte imprimé et/ou numérique] / Emily JACKSON, Auteur ; Suze LEITÃO, Auteur ; Mary CLAESSEN, Auteur ; Mark E. BOYES, Auteur . - 23969415211004109.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 6 (January-December 2021) . - 23969415211004109
Mots-clés : Word learning vocabulary verbal working memory developmental language disorder Index. décimale : PER Périodiques Résumé : Background and aimsPrevious research into word learning in children with developmental language disorder (DLD) indicates that the learning of word forms and meanings, rather than form-referent links, is problematic. This difficulty appears to arise with impaired encoding, while retention of word knowledge remains intact. Evidence also suggests that word learning skills may be related to verbal working memory. We aimed to substantiate these findings in the current study by exploring word learning over a series of days.MethodsFifty children with DLD (mean age 6; 11, 72% male) and 54 age-matched typically developing (TD) children (mean age 6; 10, 56% male) were taught eight novel words across a four-day word learning protocol. Day 1 measured encoding, Days 2 and 3 measured re-encoding, and Day 4 assessed retention. At each day, word learning success was evaluated using Naming, Recognition, Description, and Identification tasks.ResultsChildren with DLD showed comparable performance to the TD group on the Identification task, indicating an intact ability to learn the form-referent links. In contrast, children with DLD performed significantly worse for Naming and Recognition (signifying an impaired ability to learn novel word forms), and for Description, indicating problems establishing new word meanings. These deficits for the DLD group were apparent at Days 1, 2, and 3 of testing, indicating impairments with initial encoding and re-encoding; however, the DLD and TD groups demonstrated a similar rate of learning. All children found the retention assessments at Day 4 difficult, and there were no significant group differences. Finally, verbal working memory emerged as a significant moderator of performance on the Naming and Recognition tasks, such that children with DLD and poor verbal working memory had the lowest levels of accuracy.ConclusionsThis study demonstrates that children with DLD struggle with learning novel word forms and meanings, but are unimpaired in their ability to establish new form-referent links. The findings suggest that the word learning deficit may be attributed to problems with encoding, rather than with retention, of new word knowledge; however, further exploration is required given the poor performance of both groups for retention testing. Furthermore, we found evidence that an impaired ability to learn word forms may only be apparent in children who have DLD and low levels of verbal working memory.ImplicationsWhen working with children with DLD, speech-language pathologists should assess word learning using tasks that evaluate the ability to learn word forms, meanings, and form-referent links to develop a profile of individual word learning strengths and weaknesses. Clinicians should also assess verbal working memory to identify children at particular risk of word learning deficits. Future research should explore the notion of optimal intervention intensity for facilitating word learning in children with poor language and verbal working memory. En ligne : http://dx.doi.org/10.1177/23969415211004109 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 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)
[article]
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
in Journal of Autism and Developmental Disorders > 46-4 (April 2016) . - p.1210-1219[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 Brief Report: Do Children with Autism Gather Information from Social Contexts to Aid Their Word Learning? / Wei JING in Journal of Autism and Developmental Disorders, 44-6 (June 2014)
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Titre : Brief Report: Do Children with Autism Gather Information from Social Contexts to Aid Their Word Learning? Type de document : Texte imprimé et/ou numérique Auteurs : Wei JING, Auteur ; Junming FANG, Auteur Article en page(s) : p.1478-1482 Langues : Anglais (eng) Mots-clés : Autism disorder Social contexts Word learning Late childhood Index. décimale : PER Périodiques Résumé : Typically developing (TD) infants could capitalize on social eye gaze and social contexts to aid word learning. Although children with autism disorder (AD) are known to exhibit atypicality in word learning via social eye gaze, their ability to utilize social contexts for word learning is not well understood. We investigated whether verbal AD children exhibit word learning ability via social contextual cues by late childhood. We found that AD children, unlike TD controls, failed to infer the speaker’s referential intention through information gathered from the social context. This suggests that TD children can learn words in diverse social pragmatic contexts in as early as toddlerhood whereas AD children are still unable to do so by late childhood. En ligne : http://dx.doi.org/10.1007/s10803-013-1994-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233
in Journal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1478-1482[article] Brief Report: Do Children with Autism Gather Information from Social Contexts to Aid Their Word Learning? [Texte imprimé et/ou numérique] / Wei JING, Auteur ; Junming FANG, Auteur . - p.1478-1482.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1478-1482
Mots-clés : Autism disorder Social contexts Word learning Late childhood Index. décimale : PER Périodiques Résumé : Typically developing (TD) infants could capitalize on social eye gaze and social contexts to aid word learning. Although children with autism disorder (AD) are known to exhibit atypicality in word learning via social eye gaze, their ability to utilize social contexts for word learning is not well understood. We investigated whether verbal AD children exhibit word learning ability via social contextual cues by late childhood. We found that AD children, unlike TD controls, failed to infer the speaker’s referential intention through information gathered from the social context. This suggests that TD children can learn words in diverse social pragmatic contexts in as early as toddlerhood whereas AD children are still unable to do so by late childhood. En ligne : http://dx.doi.org/10.1007/s10803-013-1994-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 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)
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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 Referential gaze and word learning in adults with autism / Iyad ALDAQRE in Autism, 19-8 (November 2015)
[article]
Titre : Referential gaze and word learning in adults with autism Type de document : Texte imprimé et/ou numérique Auteurs : Iyad ALDAQRE, Auteur ; Markus PAULUS, Auteur ; Beate SODIAN, Auteur Article en page(s) : p.944-955 Langues : Anglais (eng) Mots-clés : autism spectrum disorder development eye tracking referential gaze word learning Index. décimale : PER Périodiques Résumé : While typically developing children can use referential gaze to guide their word learning, those with autism spectrum disorder are often described to have problems with that. However, some researchers assume that the ability to follow gaze to select the correct referent can develop in autism later compared to typically developing individuals. To test this assumption, we compared the performance of adults with and without autism on a word learning task while recording their gaze behavior using an eye tracker. Results showed that both groups mostly chose the correct referent, but less so for the autism spectrum disorder group when the distractor’s saliency was increased, suggesting that the ability to learn novel words by referring to gaze develops in autism spectrum disorder, but not fully, relative to their typically developing peers. En ligne : http://dx.doi.org/10.1177/1362361314556784 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269
in Autism > 19-8 (November 2015) . - p.944-955[article] Referential gaze and word learning in adults with autism [Texte imprimé et/ou numérique] / Iyad ALDAQRE, Auteur ; Markus PAULUS, Auteur ; Beate SODIAN, Auteur . - p.944-955.
Langues : Anglais (eng)
in Autism > 19-8 (November 2015) . - p.944-955
Mots-clés : autism spectrum disorder development eye tracking referential gaze word learning Index. décimale : PER Périodiques Résumé : While typically developing children can use referential gaze to guide their word learning, those with autism spectrum disorder are often described to have problems with that. However, some researchers assume that the ability to follow gaze to select the correct referent can develop in autism later compared to typically developing individuals. To test this assumption, we compared the performance of adults with and without autism on a word learning task while recording their gaze behavior using an eye tracker. Results showed that both groups mostly chose the correct referent, but less so for the autism spectrum disorder group when the distractor’s saliency was increased, suggesting that the ability to learn novel words by referring to gaze develops in autism spectrum disorder, but not fully, relative to their typically developing peers. En ligne : http://dx.doi.org/10.1177/1362361314556784 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269 The contributions of immediate retrieval and spaced retrieval to word learning in preschoolers with developmental language disorder / Laurence B. LEONARD in Autism & Developmental Language Impairments, 7 (January-December 2022)
PermalinkAre 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)
PermalinkAttentional 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)
PermalinkBrief Report: Learning Language Through Overhearing in Children with ASD / Rhiannon J. LUYSTER in Journal of Autism and Developmental Disorders, 50-7 (July 2020)
PermalinkAtypical Gaze Following in Autism: A Comparison of Three Potential Mechanisms / Kristen GILLESPIE-LYNCH in Journal of Autism and Developmental Disorders, 43-12 (December 2013)
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