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

Charlotte Field, Charlie Lewis, Melissa Allen

Research output: Chapter in Book/Report/Conference proceedingChapter in a book

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.
Original languageEnglish
Title of host publicationBritish Psychological Society Developmental Section Annual 2014 Conference Abstracts
PublisherLeicester: British Psychological Society
Pages101
Number of pages1
Publication statusPublished - 5 Sep 2014

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