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

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement. / Wainwright, Bethany; Allen, Melissa; Cain, Kate.
In: Journal of Autism and Developmental Disorders, Vol. 50, 01.08.2020, p. 2941–2956.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Wainwright, B, Allen, M & Cain, K 2020, 'Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement', Journal of Autism and Developmental Disorders, vol. 50, pp. 2941–2956. https://doi.org/10.1007/s10803-020-04404-8

APA

Wainwright, B., Allen, M., & Cain, K. (2020). Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement. Journal of Autism and Developmental Disorders, 50, 2941–2956. https://doi.org/10.1007/s10803-020-04404-8

Vancouver

Wainwright B, Allen M, Cain K. Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement. Journal of Autism and Developmental Disorders. 2020 Aug 1;50:2941–2956. doi: 10.1007/s10803-020-04404-8

Author

Wainwright, Bethany ; Allen, Melissa ; Cain, Kate. / Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition : The Roles of Iconicity and Engagement. In: Journal of Autism and Developmental Disorders. 2020 ; Vol. 50. pp. 2941–2956.

Bibtex

@article{7aed8e7d072a4fb0ad6c0574709e1b0e,
title = "Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition: The Roles of Iconicity and Engagement",
abstract = "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.",
keywords = "symbolic understanding, word-picture-referent mapping, autism, iPad, engagement",
author = "Bethany Wainwright and Melissa Allen and Kate Cain",
year = "2020",
month = aug,
day = "1",
doi = "10.1007/s10803-020-04404-8",
language = "English",
volume = "50",
pages = "2941–2956",
journal = "Journal of Autism and Developmental Disorders",
issn = "0162-3257",
publisher = "Springer New York",

}

RIS

TY - JOUR

T1 - Symbolic Understanding and Word-Picture-Referent Mapping from iPads in Autism Spectrum Condition

T2 - The Roles of Iconicity and Engagement

AU - Wainwright, Bethany

AU - Allen, Melissa

AU - Cain, Kate

PY - 2020/8/1

Y1 - 2020/8/1

N2 - 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.

AB - 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.

KW - symbolic understanding, word-picture-referent mapping, autism, iPad, engagement

U2 - 10.1007/s10803-020-04404-8

DO - 10.1007/s10803-020-04404-8

M3 - Journal article

VL - 50

SP - 2941

EP - 2956

JO - Journal of Autism and Developmental Disorders

JF - Journal of Autism and Developmental Disorders

SN - 0162-3257

ER -