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.
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.
| Original language | English |
|---|---|
| Title of host publication | British Psychological Society Developmental Section Annual 2014 Conference Abstracts |
| Publisher | Leicester: British Psychological Society |
| Pages | 101 |
| Number of pages | 1 |
| Publication status | Published - 5 Sep 2014 |