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

Field, Charlotte and Lewis, Charlie and Allen, Melissa (2014) How do social and associative cues facilitate language acquisition in TD children and children with ASD? In: British Psychological Society Developmental Section Annual 2014 Conference Abstracts. British Psychological Society, NLD, p. 101.

Full text not available from this repository.

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.

Item Type:
Contribution in Book/Report/Proceedings
ID Code:
69582
Deposited By:
Deposited On:
17 Oct 2014 14:01
Refereed?:
Yes
Published?:
Published
Last Modified:
21 Oct 2020 07:39