Home > Research > Publications & Outputs > Symbolic Understanding and Word-Picture-Referen...


Text available via DOI:

View graph of relations

Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement

Research output: Contribution to Journal/MagazineJournal articlepeer-review

<mark>Journal publication date</mark>1/08/2020
<mark>Journal</mark>Journal of Autism and Developmental Disorders
Number of pages16
Pages (from-to)2941–2956
Publication StatusPublished
<mark>Original language</mark>English


We investigated symbolic understanding, word-picture-referent mapping, and engagement in children with Autism Spectrum Condition (ASC) and ability-matched typically developing (TD) children. Participants viewed coloured pictorial symbols of a novel object (given a novel name) on an iPad in one of three conditions: static 2D images and either automatically or manually rotating images (providing a three-dimensional context). We found no significant difference in word-picture-referent mapping between groups and conditions, however, children who manually rotated the picture had greater on-screen looking time compared to other conditions. Greater visual attention related to more successful word-picture-referent mapping only for the children with ASC. Interactive iPad tasks may increase visual attention in both typical and atypical populations and greater visual attention may benefit word-picture-referent mapping in ASC.