Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - Referent selection in children with Autism Spectrum Condition and intellectual disabilities
T2 - Do social cues affect word-to-object or word-to-location mappings?
AU - Field, Charlotte
AU - Lewis, Charlie
AU - Allen, Melissa
PY - 2019/8/1
Y1 - 2019/8/1
N2 - Bacicground: There is conflicting evidence regarding whether children with Autism Spectrum Condition (ASC) and intellectual disabilities (ID) follow social pragmatic cues such as a speaker's eye gaze or pointing towards a novel object to assist mapping a new word onto a new object (e.g. fast mapping).Aims: We test fast mapping from a speaker's gaze and pointing towards objects in children with ASC and ID with varying chronological and receptive language ages compared with receptive language matched groups of typically developing (TD) children.Methods and Procedure: Across eight trials, a speaker gazed and/or pointed towards one out of two objects while saying a new word. Pointing was either 'referential' (with intention), or 'incidental' (without obvious intention). To investigate whether children formed more robust word to-object links rather than associative word-to-location ones, we reversed the original location of the objects in half of the test trials.Outcomes and Results: Children with ASC were as successful as TD children using social cues to form word-to-object mappings. Surprisingly, children with ID did not fast map from referential pointing, or when objects changed location.Conclusions and Implications: Children with ID may use different processes to facilitate word learning compared to TD children and even children with ASC.
AB - Bacicground: There is conflicting evidence regarding whether children with Autism Spectrum Condition (ASC) and intellectual disabilities (ID) follow social pragmatic cues such as a speaker's eye gaze or pointing towards a novel object to assist mapping a new word onto a new object (e.g. fast mapping).Aims: We test fast mapping from a speaker's gaze and pointing towards objects in children with ASC and ID with varying chronological and receptive language ages compared with receptive language matched groups of typically developing (TD) children.Methods and Procedure: Across eight trials, a speaker gazed and/or pointed towards one out of two objects while saying a new word. Pointing was either 'referential' (with intention), or 'incidental' (without obvious intention). To investigate whether children formed more robust word to-object links rather than associative word-to-location ones, we reversed the original location of the objects in half of the test trials.Outcomes and Results: Children with ASC were as successful as TD children using social cues to form word-to-object mappings. Surprisingly, children with ID did not fast map from referential pointing, or when objects changed location.Conclusions and Implications: Children with ID may use different processes to facilitate word learning compared to TD children and even children with ASC.
U2 - 10.1016/j.ridd.2019.05.004
DO - 10.1016/j.ridd.2019.05.004
M3 - Journal article
VL - 91
JO - Research in Developmental Disabilities
JF - Research in Developmental Disabilities
SN - 0891-4222
M1 - 103425
ER -