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

Bethany R Wainwright, Melissa L Allen, Kate Cain

Research output: Contribution to journalArticle (Academic Journal)

34 Downloads (Pure)

Abstract

We investigated symbolic understanding, word–picture–referent mapping, and engagement in children with autism spectrum condition (ASC) and ability-matched typically developing 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.
Original languageEnglish
Number of pages6
JournalJournal of Autism and Developmental Disorders
Volume2020
DOIs
Publication statusPublished - 8 Feb 2020

Structured keywords

  • SoE Centre for Psychological Approaches for Studying Education
  • SoE Language Literacies and Education Network

Keywords

  • symbolic understanding
  • word-picture-referent mapping
  • autism
  • iPad
  • engagement

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