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Attentional learning helps language acquisition take shape for atypically developing children, not just children with autism spectrum disorders

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Attentional learning helps language acquisition take shape for atypically developing children, not just children with autism spectrum disorders. / Field, Charlotte; Allen, Melissa L.; Lewis, Charlie.
In: Journal of Autism and Developmental Disorders, Vol. 46, No. 10, 10.2016, p. 3195-3206.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Field, C, Allen, ML & Lewis, C 2016, 'Attentional learning helps language acquisition take shape for atypically developing children, not just children with autism spectrum disorders', Journal of Autism and Developmental Disorders, vol. 46, no. 10, pp. 3195-3206. https://doi.org/10.1007/s10803-015-2401-1

APA

Field, C., Allen, M. L., & Lewis, C. (2016). Attentional learning helps language acquisition take shape for atypically developing children, not just children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 46(10), 3195-3206. https://doi.org/10.1007/s10803-015-2401-1

Vancouver

Field C, Allen ML, Lewis C. Attentional learning helps language acquisition take shape for atypically developing children, not just children with autism spectrum disorders. Journal of Autism and Developmental Disorders. 2016 Oct;46(10):3195-3206. Epub 2015 Mar 3. doi: 10.1007/s10803-015-2401-1

Author

Field, Charlotte ; Allen, Melissa L. ; Lewis, Charlie. / Attentional learning helps language acquisition take shape for atypically developing children, not just children with autism spectrum disorders. In: Journal of Autism and Developmental Disorders. 2016 ; Vol. 46, No. 10. pp. 3195-3206.

Bibtex

@article{3ab0fb67b94f442d9b55b50ce00f8df8,
title = "Attentional learning helps language acquisition take shape for atypically developing children, not just children with autism spectrum disorders",
abstract = "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 {\textquoteleft}high-verbal mental age{\textquoteright} (VMA) children with ASD (language age > 4.6) did so in the name condition and {\textquoteleft}low-VMA{\textquoteright} children with ASD never showed the heuristic. Thus, the shape bias arises from attentional learning in atypically developing children and is delayed in ASD.",
keywords = "Autism spectrum disorders, Shape bias, Shape-as-cue, Attentional-learning-account, Word learning , Delay versus deviance",
author = "Charlotte Field and Allen, {Melissa L.} and Charlie Lewis",
year = "2016",
month = oct,
doi = "10.1007/s10803-015-2401-1",
language = "English",
volume = "46",
pages = "3195--3206",
journal = "Journal of Autism and Developmental Disorders",
issn = "0162-3257",
publisher = "Springer New York",
number = "10",

}

RIS

TY - JOUR

T1 - Attentional learning helps language acquisition take shape for atypically developing children, not just children with autism spectrum disorders

AU - Field, Charlotte

AU - Allen, Melissa L.

AU - Lewis, Charlie

PY - 2016/10

Y1 - 2016/10

N2 - 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.

AB - 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.

KW - Autism spectrum disorders

KW - Shape bias

KW - Shape-as-cue

KW - Attentional-learning-account

KW - Word learning

KW - Delay versus deviance

U2 - 10.1007/s10803-015-2401-1

DO - 10.1007/s10803-015-2401-1

M3 - Journal article

VL - 46

SP - 3195

EP - 3206

JO - Journal of Autism and Developmental Disorders

JF - Journal of Autism and Developmental Disorders

SN - 0162-3257

IS - 10

ER -