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

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

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How do social and associative cues facilitate language acquisition in TD children and children with ASD? / Field, Charlotte; Lewis, Charlie; Allen, Melissa.
British Psychological Society Developmental Section Annual 2014 Conference Abstracts. British Psychological Society, 2014. p. 101.

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

Harvard

Field, C, Lewis, C & Allen, M 2014, How do social and associative cues facilitate language acquisition in TD children and children with ASD? in British Psychological Society Developmental Section Annual 2014 Conference Abstracts. British Psychological Society, pp. 101, 2014 British Psychological Society, Developmental Section Annual Conference, Amsterdam, Netherlands, 3/05/14. <https://www.bps.org.uk/system/files/user-files/Developmental%20Section%20Annual%20Conference%202014/2014_developmental_abstract_book_v3.pdf>

APA

Field, C., Lewis, C., & Allen, M. (2014). How do social and associative cues facilitate language acquisition in TD children and children with ASD? In British Psychological Society Developmental Section Annual 2014 Conference Abstracts (pp. 101). British Psychological Society. https://www.bps.org.uk/system/files/user-files/Developmental%20Section%20Annual%20Conference%202014/2014_developmental_abstract_book_v3.pdf

Vancouver

Field C, Lewis C, Allen M. How do social and associative cues facilitate language acquisition in TD children and children with ASD? In British Psychological Society Developmental Section Annual 2014 Conference Abstracts. British Psychological Society. 2014. p. 101

Author

Field, Charlotte ; Lewis, Charlie ; Allen, Melissa. / How do social and associative cues facilitate language acquisition in TD children and children with ASD?. British Psychological Society Developmental Section Annual 2014 Conference Abstracts. British Psychological Society, 2014. pp. 101

Bibtex

@inproceedings{53ad1b6b21c0431cb9378c118d444d43,
title = "How do social and associative cues facilitate language acquisition in TD children and children with ASD?",
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 learnwords.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.",
author = "Charlotte Field and Charlie Lewis and Melissa Allen",
year = "2014",
month = sep,
day = "5",
language = "English",
pages = "101",
booktitle = "British Psychological Society Developmental Section Annual 2014 Conference Abstracts",
publisher = "British Psychological Society",
note = "2014 British Psychological Society, Developmental Section Annual Conference ; Conference date: 03-05-2014 Through 05-09-2014",

}

RIS

TY - GEN

T1 - How do social and associative cues facilitate language acquisition in TD children and children with ASD?

AU - Field, Charlotte

AU - Lewis, Charlie

AU - Allen, Melissa

PY - 2014/9/5

Y1 - 2014/9/5

N2 - 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 learnwords.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.

AB - 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 learnwords.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.

M3 - Conference contribution/Paper

SP - 101

BT - British Psychological Society Developmental Section Annual 2014 Conference Abstracts

PB - British Psychological Society

T2 - 2014 British Psychological Society, Developmental Section Annual Conference

Y2 - 3 May 2014 through 5 September 2014

ER -