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Brief Report: Are Children with Autism Proficient Word Learners?

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Published

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Brief Report: Are Children with Autism Proficient Word Learners? / Franken, Tessa E.; Lewis, Charlie; Malone, Stephanie A.
In: Journal of Autism and Developmental Disorders, Vol. 40, No. 2, 02.2010, p. 255-259.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

Franken, TE, Lewis, C & Malone, SA 2010, 'Brief Report: Are Children with Autism Proficient Word Learners?', Journal of Autism and Developmental Disorders, vol. 40, no. 2, pp. 255-259. https://doi.org/10.1007/s10803-009-0847-8

APA

Franken, T. E., Lewis, C., & Malone, S. A. (2010). Brief Report: Are Children with Autism Proficient Word Learners? Journal of Autism and Developmental Disorders, 40(2), 255-259. https://doi.org/10.1007/s10803-009-0847-8

Vancouver

Franken TE, Lewis C, Malone SA. Brief Report: Are Children with Autism Proficient Word Learners? Journal of Autism and Developmental Disorders. 2010 Feb;40(2):255-259. doi: 10.1007/s10803-009-0847-8

Author

Franken, Tessa E. ; Lewis, Charlie ; Malone, Stephanie A. / Brief Report: Are Children with Autism Proficient Word Learners?. In: Journal of Autism and Developmental Disorders. 2010 ; Vol. 40, No. 2. pp. 255-259.

Bibtex

@article{4beb1d8773db408ba1fdc297d8ec67df,
title = "Brief Report: Are Children with Autism Proficient Word Learners?",
abstract = "Many approaches to word learning argue for the importance of joint attention and other social-pragmatic abilities. This study explored word learning in children with autism (CWA), by examining it in ostensive and non-ostensive contexts, tested through both comprehension and elicited production. Novel nouns were taught to 17 CWA and 13 children with moderate learning difficulties (MLD) using an adapted version of Tomasello and Barton's (Developmental Psychology, 30: 639-650, 1994) search paradigm. In elicited production for words learnt within an ostensive context, CWA performed at a significantly higher level than MLD children. This is contrary to prior findings and suggests that word learning abilities in CWA have been underestimated.",
keywords = "Autism, Word learning , Joint attention , Context",
author = "Franken, {Tessa E.} and Charlie Lewis and Malone, {Stephanie A.}",
year = "2010",
month = feb,
doi = "10.1007/s10803-009-0847-8",
language = "English",
volume = "40",
pages = "255--259",
journal = "Journal of Autism and Developmental Disorders",
issn = "0162-3257",
publisher = "Springer New York",
number = "2",

}

RIS

TY - JOUR

T1 - Brief Report: Are Children with Autism Proficient Word Learners?

AU - Franken, Tessa E.

AU - Lewis, Charlie

AU - Malone, Stephanie A.

PY - 2010/2

Y1 - 2010/2

N2 - Many approaches to word learning argue for the importance of joint attention and other social-pragmatic abilities. This study explored word learning in children with autism (CWA), by examining it in ostensive and non-ostensive contexts, tested through both comprehension and elicited production. Novel nouns were taught to 17 CWA and 13 children with moderate learning difficulties (MLD) using an adapted version of Tomasello and Barton's (Developmental Psychology, 30: 639-650, 1994) search paradigm. In elicited production for words learnt within an ostensive context, CWA performed at a significantly higher level than MLD children. This is contrary to prior findings and suggests that word learning abilities in CWA have been underestimated.

AB - Many approaches to word learning argue for the importance of joint attention and other social-pragmatic abilities. This study explored word learning in children with autism (CWA), by examining it in ostensive and non-ostensive contexts, tested through both comprehension and elicited production. Novel nouns were taught to 17 CWA and 13 children with moderate learning difficulties (MLD) using an adapted version of Tomasello and Barton's (Developmental Psychology, 30: 639-650, 1994) search paradigm. In elicited production for words learnt within an ostensive context, CWA performed at a significantly higher level than MLD children. This is contrary to prior findings and suggests that word learning abilities in CWA have been underestimated.

KW - Autism

KW - Word learning

KW - Joint attention

KW - Context

U2 - 10.1007/s10803-009-0847-8

DO - 10.1007/s10803-009-0847-8

M3 - Journal article

VL - 40

SP - 255

EP - 259

JO - Journal of Autism and Developmental Disorders

JF - Journal of Autism and Developmental Disorders

SN - 0162-3257

IS - 2

ER -