How do social and associative cues facilitate language acquisition in TD children and children with ASD?

Psychology

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Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review

Published

Publication date	5/09/2014
Host publication	British Psychological Society Developmental Section Annual 2014 Conference Abstracts
Publisher	British Psychological Society
Pages	101
Number of pages	1
<mark>Original language</mark>	English
Event	2014 British Psychological Society, Developmental Section Annual Conference - Hotel Casa, Amsterdam, Netherlands Duration: 3/05/2014 → 5/09/2014

Conference

Conference	2014 British Psychological Society, Developmental Section Annual Conference
Country/Territory	Netherlands
City	Amsterdam
Period	3/05/14 → 5/09/14

Conference

Conference	2014 British Psychological Society, Developmental Section Annual Conference
Country/Territory	Netherlands
City	Amsterdam
Period	3/05/14 → 5/09/14

Abstract

Objectives: Three studies investigated whether typically developing (TD) children, children with autistic spectrum disorders (ASD) and children with other developmental disorders (DD) use social and associative cues to help them learn
words.
Method: Children (TD, N = 25; ASD, N = 24; DD, N = 14) viewed videos of a speaker naming an object while gazing and pointing (social video), an arrow or light highlighted the object (associative video) or a social and associative cue occurred towards different objects (conflicting video).
Results: Children with ASD used gaze at a later age than TD children. All children chose at chance with the conflicting video.
Conclusions: Word learning from social cues is delayed in ASD. Theoretical implications are discussed.

Research

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