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The Relationship Of Four Prelinguistic Skills And Rapid Word Object Mapping To Vocabulary Outcomes In Young Children With Autism
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Book Synopsis The Relationship of Four Prelinguistic Skills and Rapid Word-object Mapping to Vocabulary Outcomes in Young Children with Autism by : Andrea Sweetman McDuffie
Download or read book The Relationship of Four Prelinguistic Skills and Rapid Word-object Mapping to Vocabulary Outcomes in Young Children with Autism written by Andrea Sweetman McDuffie and published by . This book was released on 2004 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Language Disorders From a Developmental Perspective by : Rhea Paul
Download or read book Language Disorders From a Developmental Perspective written by Rhea Paul and published by Psychology Press. This book was released on 2017-09-25 with total page 452 pages. Available in PDF, EPUB and Kindle. Book excerpt: The last 25 years have witnessed an explosion of research at the intersection of typical language development and child language disorders. A pioneer in bringing these fields of study together is Robin S. Chapman, Emerita, University of Wisconsin. This contributed volume honors her with chapters written by former students and colleagues, who track in their own research the theme of psycholinguistic contributions to our understanding of the nature and remediation of child language disorders. In this volume, such renowned researchers in child language development as Dorothy Bishop, Judith Johnston, and Ray Kent, among others, discuss their research in certain populations in the context of the significance of, limits of, and alternatives to Robin Chapman’s developmental interactionist perspective. Studies of disordered language in Down’s Syndrome and Specific Language Impairment, in particular, attribute much progress in our understanding of the pragmatic and comprehension skills in these populations to the developmental perspective. Language Disorders From a Developmental Perspective opens with a reprint of Robin Chapman’s seminal 2001 article from The Journal of Child Psychiatry and Psychology. It concludes with a new chapter from Dr. Chapman summarizing what we know and what we don’t know about language disorders within the developmental framework, and pointing to future areas of research and intervention. Clinicians as well as scholars will benefit from this book, as will students in programs of developmental psycholinguistics, child language disorders, and learning disabilities.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2004 with total page 632 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstracts of dissertations available on microfilm or as xerographic reproductions.
Book Synopsis Language Development in Preschool Children with Autism Spectrum Disorders by : Amie M. Williams
Download or read book Language Development in Preschool Children with Autism Spectrum Disorders written by Amie M. Williams and published by . This book was released on 2009 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: Children with typical development utilize social-cognitive skills (e.g., joint attention, imitation) and word learning constraints to quickly learn new words (i.e., fast-map). However, few studies have investigated fast-mapping in children with autism spectrum disorders (ASD) and the effects that social-cognitive skills have on word learning. The objectives of the current study were to examine the following questions: (1) Do preschoolers with ASD and preschoolers with typical development fast-map at similar rates?; (2) Do preschoolers with ASD utilize word learning constraints?; and (3) What is the relationship between joint attention, imitation, and fast-mapping in preschoolers with ASD? Preschoolers with ASD and typical development completed a basic fast-mapping condition (i.e., the ability to link a novel label with a novel object) and 3 conditions measuring the uses of word learning constraints; (1) Mutual Exclusivity - examined the ability to assume that a novel label applies to a novel object; (2) Taxonomic - examined the ability to assume that novel labels extend to objects that are similar in shape; and (3) Whole-Object - examined the ability to assume that novel labels refer to whole objects. Various assessments measured language, joint attention, and imitation skills. Results revealed that children with ASD showed equivalent word learning to children with typical development in the basic fast-mapping condition. This intact word learning occurred despite significantly lower joint attention and imitation skills. However, children with ASD were less effective at using word learning constraints, showing significantly less word learning in these conditions than children with typical development. Further, while increased joint attention was related to performance in the mutual exclusivity and taxonomic constraints for both diagnostic groups, joint attention was only related to performance in the basic fast-mapping condition for children with typical development. Overall, preschoolers with ASD fast-mapped and learned new words in a similar manner to children with typical development, despite impairments in joint attention and imitation. However, children with ASD were less accurate at utilizing word learning constraints. Although research has emphasized the link between social-cognitive skills and language, the current study suggests that children with ASD may be utilizing alternative strategies or skills to increase their vocabulary.
Book Synopsis How Children Learn the Meanings of Words by : Paul Bloom
Download or read book How Children Learn the Meanings of Words written by Paul Bloom and published by MIT Press. This book was released on 2002-01-25 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: How do children learn that the word "dog" refers not to all four-legged animals, and not just to Ralph, but to all members of a particular species? How do they learn the meanings of verbs like "think," adjectives like "good," and words for abstract entities such as "mortgage" and "story"? The acquisition of word meaning is one of the fundamental issues in the study of mind. According to Paul Bloom, children learn words through sophisticated cognitive abilities that exist for other purposes. These include the ability to infer others' intentions, the ability to acquire concepts, an appreciation of syntactic structure, and certain general learning and memory abilities. Although other researchers have associated word learning with some of these capacities, Bloom is the first to show how a complete explanation requires all of them. The acquisition of even simple nouns requires rich conceptual, social, and linguistic capacities interacting in complex ways. This book requires no background in psychology or linguistics and is written in a clear, engaging style. Topics include the effects of language on spatial reasoning, the origin of essentialist beliefs, and the young child's understanding of representational art. The book should appeal to general readers interested in language and cognition as well as to researchers in the field.
Book Synopsis Relational Vocabulary in Preschoolers with Autism Spectrum Disorder: The Role of Dynamic Spatial Concepts and Social Understanding by : Julia Parish-Morris
Download or read book Relational Vocabulary in Preschoolers with Autism Spectrum Disorder: The Role of Dynamic Spatial Concepts and Social Understanding written by Julia Parish-Morris and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Psychology
Book Synopsis Word-Learning Strategies of Children with Autism Spectrum Disorders: Understanding of Referential Intent by : Kristina E. Patrick
Download or read book Word-Learning Strategies of Children with Autism Spectrum Disorders: Understanding of Referential Intent written by Kristina E. Patrick and published by . This book was released on 2013 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: As typically developing children begin to understand joint attention, they become avid word learners (Baldwin, 1991). In contrast, children diagnosed with autism spectrum disorders (ASD) often struggle with joint attention and word learning (Baron-Cohen, Baldwin, & Crowson, 1997), although more linguistically advanced syntactic abilities are often intact (Tager-Flusberg et al, 1990). We sought to explore the roles of attention and social understanding in the abilities of children with and without ASD to map novel nouns to their intended referents. After their receptive vocabulary skills were assessed, children with ASD (ages 2 to 10) and matched controls were taught novel words while a speaker gazed at, or gazed at and pointed to, touched, or manipulated a referent object. Sessions were coded for word-mapping accuracy and children's direction of gaze during teaching episodes. Controls of all ages, and ASD children over 6.5 years, mapped correctly in all four conditions, but ASD children 6.5 years and younger performed above chance only in conditions that included a manual gesture. Children with ASD looked at the experimenter less often during teaching episodes than controls, and time spent looking at the experimenter was predictive of word learning for all children. Looks to the target during teaching did not differ by group and were not predictive of performance. Knowledge of nouns, but not verbs, was predictive of performance for controls while knowledge of verbs, but not nouns, predicted performance in children with ASD. Results suggest not only a word-learning delay, but qualitatively different developmental trajectories, for children with autism spectrum disorders compared to typically developing children.
Download or read book Gaze-Following written by Ross Flom and published by Psychology Press. This book was released on 2017-09-25 with total page 335 pages. Available in PDF, EPUB and Kindle. Book excerpt: What does a child’s ability to look where another is looking tell us about his or her early cognitive development? What does this ability—or lack thereof—tell us about a child’s language development, understanding of other’s intentions, and the emergence of autism? This volume assembles several years of research on the processing of gaze information and its relationship to early social-cognitive development in infants spanning many age groups. Gaze-Following examines how humans and non-human primates use another individual’s direction of gaze to learn about the world around them. The chapters throughout this volume address development in areas including joint attention, early non-verbal social interactions, language development, and theory of mind understanding. Offering novel insights regarding the significance of gaze-following, the editors present research from a neurological and a behavioral perspective, and compare children with and without pervasive developmental disorders. Scholars in the areas of cognitive development specifically, and developmental science more broadly, as well as clinical psychologists will be interested in the intriguing research presented in this volume.
Book Synopsis Development of Word Recognition in Preschoolers by : Tristan Mahr
Download or read book Development of Word Recognition in Preschoolers written by Tristan Mahr and published by . This book was released on 2018 with total page 171 pages. Available in PDF, EPUB and Kindle. Book excerpt: Vocabulary size in preschool is a robust predictor of later language development, and early language skills predict early literacy skills at school entry. By studying the mechanisms that shape word learning, we can understand how individual differences in language ability arise. Word recognition--the process of mapping incoming speech sounds to known or novel words--has been shown in toddlers to predict later language outcomes. We do not know how this ability develops over time. This dissertation reports the results for two word recognition experiments administered during each year of a 3-year longitudinal study with 160 preschoolers. Children were 2.5-3-years-old in year 1 and 4.5-5-years-old in year 3. In the first experiment, four images of familiar nouns were presented onscreen followed by a prompt to view one of the images (e.g., find the bell!). Images included the target word (e.g., bell), a semantically related word (drum), a phonologically similar word (bee), and an unrelated word (swing). Early differences in word recognition were longitudinally stable so that children who were faster and more accurate at age 3 were relatively fast and accurate at age 5. Moreover, word recognition efficiency at age 3 was a stronger predictor of age-5 vocabulary size than concurrent (age-5) word recognition efficiency. Word recognition behavior thus provided an important early predictor of vocabulary growth. Analysis of children's looks to the competitors showed that children become more sensitive to the phonological and semantic competitors, compared to the unrelated word, as they grew older. Children become better at recognizing familiar words by developing connections among words. The second experiment used a mispronunciation study in which a child saw a familiar object and an unfamiliar object and heard a real word (e.g., shoes), a one-feature mispronunciation (suze), or a nonword (geeve). Contrary to pre-analysis hypotheses, children recognized real words and fast-selected novel-object referents for nonwords equally well and even performed better in the nonword condition. Children became more likely to associate the familiar object with the mispronunciations as they grew older. At age 5, children showed better retention for novel objects labeled with nonwords than with mispronunciations.
Book Synopsis Beyond Names for Things by : Michael Tomasello
Download or read book Beyond Names for Things written by Michael Tomasello and published by Psychology Press. This book was released on 2014-02-25 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt: Most research on children's lexical development has focused on their acquisition of names for concrete objects. This is the first edited volume to focus specifically on how children acquire their early verbs. Verbs are an especially important part of the early lexicon because of the role they play in children's emerging grammatical competence. The contributors to this book investigate: * children's earliest words for actions and events and the cognitive structures that might underlie them, * the possibility that the basic principles of word learning which apply in the case of nouns might also apply in the case of verbs, and the role of linguistic context, especially argument structure, in the acquisition of verbs. A central theme in many of the chapters is the comparison of the processes of noun and verb learning. Several contributors make provocative suggestions for constructing theories of lexical development that encompass the full range of lexical items that children learn and use.
Book Synopsis Novel Word Requests with Picture Symbols Across Language Skill Proficiencies of Young Children by : Shari l DeVeney
Download or read book Novel Word Requests with Picture Symbols Across Language Skill Proficiencies of Young Children written by Shari l DeVeney and published by . This book was released on 2012 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: Some evidence suggests the ability to rapidly learn new words may be a weakness for late talkers and could potentially be predictive of later language outcomes. Although a limited capacity for rapidly learning words may predict future outcomes for late talkers, few investigators have examined late talkers' word learning capabilities. No investigators have published data concerning expressive nonverbal word learning, which might provide insight into underlying deficits for this population. This study investigated rapid learning of words in late talkers and participants included nine 2-year-olds (three late talkers with expressive-only language delay, three late talkers with expressive and receptive language delay, and three typically-developing children) in a single subject research design with a baseline and follow up repeated across participants. The research project explored how novel word requests and comprehension using picture symbols were learned across the three participant groups. In addition, the word form characteristics (e.g., phonotactic probability) influence on word learning was explored. The outcomes of this study were: 1) Current dichotomous characterizations of late talkers as expressive-only and expressive and receptive language delayed did not account for patterns of learning to request or comprehend novel words. One late talker identified as expressive-only language delay demonstrated little learning and one late talker identified as expressive and receptive delayed demonstrated a skilled learning pattern. 2) In support of previous research findings, the presence of picture symbols facilitated spoken language use for all three of the late talkers with expressive-only language delay to levels commiserate with typically developing peers. 3) Typically-developing children showed a learning advantage for novel words with high phonotactic probability in nonverbal requesting and spontaneous verbal productions, but the late talking participants did not. This result supports the theory that late talkers may have different underlying language competence from typically developing children.
Book Synopsis Exemplar Variability and Cross-situational Word Learning in Young Autistic Children by : Kathryn E. Prescott
Download or read book Exemplar Variability and Cross-situational Word Learning in Young Autistic Children written by Kathryn E. Prescott and published by . This book was released on 2024 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: What cognitive mechanisms allow young autistic children to learn words amidst the complexity of natural language environments? This dissertation sought to inform this question by investigating the ability of 2- to 4-year-old autistic children and neurotypical (NT) peers to learn words by tracking statistical co-occurrences between labels and referents across multiple contexts (i.e., cross-situational learning (CSL). While previous CSL studies examined children's ability to map each novel word to a single object, in natural environments children must track the co-occurrences between novel words and the many objects to which that word may refer. Thus, to elucidate the extent to which autistic children can harness cross-situational statistics to learn words referring to perceptually variable objects, I also administered a CSL task that included three exemplars varying in color for each novel word. I further examined whether explicit naming would improve word learning from variable exemplars. Finally, I investigated child characteristics predictive of individual differences in word learning across these conditions among autistic children. Analyses revealed that while autistic children did not show evidence of learning in the basic CSL task, they did demonstrate learning in the CSL task with exemplar variability. Further, they outperformed younger NT children on the task when nonverbal cognition was covaried. Explicit naming of variable exemplars did not improve performance for the autistic children and improved performance in the NT children to a greater extent compared to autistic children. Individual differences analyses revealed receptive language was associated with autistic children's performance in the basic CSL task and chronological age was associated with performance when variable exemplars were explicitly named. In sum, results indicated that preschool-age autistic children as a group could successfully use cross-situational statistics to learn words with (but not without) exemplar variability, and that learning was not improved by explicit naming. However, within-group variability in word learning was evident across tasks, explained in part by individual differences in receptive language and chronological age. More research will be needed to fully understand the mechanisms underlying this surprising pattern of findings, which might include the extent to which visual attention is directed by the perceptual salience of stimuli. While preliminary, these findings may inform future research, clinical practice, and environmental accommodations tailored to the individual strengths and needs of young autistic children.
Download or read book Cumulated Index Medicus written by and published by . This book was released on 1995 with total page 1488 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Linguistics and Language Behavior Abstracts by :
Download or read book Linguistics and Language Behavior Abstracts written by and published by . This book was released on 2008 with total page 790 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Structural Language Skills of Preschool Aged Children with Autism by : Carlie Jane Park
Download or read book The Structural Language Skills of Preschool Aged Children with Autism written by Carlie Jane Park and published by . This book was released on 2011 with total page 554 pages. Available in PDF, EPUB and Kindle. Book excerpt: The aim of this thesis was to explore the structural language skills of preschool aged children with autism. Autism is a Pervasive Developmental Disorder defined by impairments in social interaction and communication, and restrictive and repetitive behaviours (American Psychiatric Association, 2000). Structural language skills were identified as an important area for investigation as the delay or absence of language development is an important diagnostic and clinical feature of autism. For example, approximately 50% of young people with autism never develop functional language skills (Howlin, 2005; Tager-Flusberg, Paul, & Lord, 2005), and for the 25% to 30% of the population with autism who develop fully fluent language skills (Minshew, Goldstein, & Siegel, 1995), the majority have ongoing difficulties in using their language skills within a social context (Bartak, Rutter, & Cox, 1975; Rice, Warren, & Betz, 2005; Tonge & Rinehart, 2007). In the long term, the development of some functional language by the age of five is one of the strongest predictors of positive outcomes in adulthood (Howlin, 2005; Pierce & Bartolucci, 1977; Rutter, 1978; Tager-Flusberg, 2000). Despite the importance of language development for a child with autism and their families, relatively little is known about the structural language skills of children with autism.The first chapter of this thesis presents a thorough review of the literature on the language skills of children with autism with the aim of identifying areas requiring further investigation. It was found that previous research on the language skills of children with autism has tended to focus on pragmatic deficits and/or functional language skills with relatively fewer studies investigating structural language skills. Research has been particularly lacking in the area of morphology and syntax in autism with the majority of the literature being over 20 years old and thus requiring replication with current diagnostic criteria and assessment tools. Other weaknesses of this literature are the use of inconsistent methodologies, the investigation of a narrow range of linguistic skills, a lack of studies investigating language skills at specific developmental stages, and the exclusion of children with autism with an intellectual disability and/or those with poor expressive language skills, and females with autism. Partly as a result of these limitations, and also due to the heterogeneity of language presentation within the population with autism, we do not yet have a clear description of the profile of structural language skills in autism, and how these skills might relate to other areas of functioning. To address the limitations of the previous literature, the current research aimed to investigate a range of different language skills within a group of preschool aged children with autism and comparison groups of children with specific language impairment, developmental delay without autism, and typically developing children. Children with autism were selected for the study who were both high functioning and had developmental delay. Participants were aged from 3.5 to 6 years. Three studies were conducted which have been presented in chapters 3 to 5 as submitted journal papers.The first study investigated the profile of language strengths and weaknesses in preschool aged children with autism. This included an investigation of whether the language profile which presents in autism is specific and unique to that disorder and whether there are differences in this language profile across gender and intellectual functioning. Participants were 63 children who had high functioning autism (n=17), autism with developmental delay (n=10), developmental delay without autism (n=10), typical development (n=20), and specific language impairment (n=6). They were administered a series of standardised tests of structural language skills. It was found that the group with high functioning autism had a unique profile of language skills compared to the other groups; a relative (but not absolute) strength in expressive vocabulary skills compared to receptive vocabulary skills. This strength was not shared by children with autism with an intellectual disability, and no gender differences in language profiles were found.The second study investigated whether children with autism have atypical development of morphological and syntactic skills, including whether they use rote learning to compensate for impaired morphological processing, and acquire grammatical morphemes in an atypical order. Participants were children who had autism (n=17), developmental delay without autism (n=7), and typically developing children (n=19). Speech samples were obtained from participants during the administration of the Autism Diagnostic Observation Schedule, and transcripts were coded using the Index of Productive Syntax and for usage of Brown's (1973) Grammatical Morphemes. Participants were also administered an elicitation task requiring the application of inflections to non-words; the Wugs Task. The main finding of this study was that across both morphological and syntactic skills, children with autism have subskills which are a combination of intact, delayed, and atypical. The third study investigated the relationship between structural and functional language skills, autism symptom severity, adaptive behaviour, and emotional and behavioural problems in preschoolers with autism. Participants were children with autism (n=27), and two comparison groups of children with developmental delay without autism (n=12), and typically developing children (n=20). The participants were administered standardised tests of structural language skills and the Autism Diagnostic Observation Schedule. Parents completed the Vineland Adaptive Behavior Scales and the Developmental Behaviour Checklist. Results indicated that for children with autism, functional language skills were associated with structural language, social and daily living skills, and some behavioural problems, but not autism symptom severity. There was some evidence that structural language skills were associated with social skills for children with autism, but not with daily living skills, emotional and behavioural problems or autism symptom severity. The majority of these associations were not found to be specific to autism. The results of this study suggest that it is important to consider the structural language skills of children with autism, and to develop specific interventions to address difficulties in this area. The discussion chapter discusses the clinical implications and future research directions generated by this research, and the limitations of the research. The findings of these three studies highlighted that preschool aged children with autism have a complex developmental profile of structural language skills with a mixture of intact, delayed and atypical skills. The findings also highlighted that structural language skills develop somewhat separately to the core symptoms of autism and behavioural problems. Collectively these findings suggested that clinicians need to conduct a comprehensive assessment of the structural language skills of children with autism and not make assumptions about their language skills based on behavioural presentation. Furthermore, in order to maximise language development in the preschool years, structural language interventions need to be tailored to the strengths and weaknesses of each individual child with autism. The main limitation of this research was small sample sizes for the lower functioning groups. This limitation was address by combining or removing groups for specific analyses, and higher the need for replication with larger samples where warranted. Future research directions include investigating whether echolalia may create a relative strength in expressive vocabulary skills for children with high functioning autism, and further investigation of the pattern of strengths and weaknesses found in morphology and syntactic skills for preschool aged children with autism. This research has been able to add to our understanding of the nature of structural language skills in preschool aged children with autism and provide information to assist clinicians to maximise language development, thereby optimising outcomes for individuals with autism in their adult years.
Book Synopsis Improving Pragmatic Language Skills in Toddler with Autism Spectrum Disorder by : Joy E. Festa
Download or read book Improving Pragmatic Language Skills in Toddler with Autism Spectrum Disorder written by Joy E. Festa and published by . This book was released on 2020 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study comared the effectiveness of two different treatment protocols, discrete trial training (DTT) and a naturalistic developmental behavioral intervention (NDBI), on spontaneous use of trained words in four 2-to-3-year-old children with autism. All participants used more words trained using a NDBI than those trained using DTT. Secondary data were collected on the effects of a multifaceted treatment combining DTT with a NDBI on receptive, expressive, and pragmatic language outcomes and joint attention skills. Outcomes were measured using standarized tests, the Receptive/Expressive Emergent Language Test-Third Edition, and the Languge Use Inventory. Additional non-standardized measures collected were total number of utterances produced, number of trained utterances produced, and pragmatic use categories appearing in language samples during generalization probes. Participants made gains in total number of utterances produced and ability to respond to bids for joint attention. Two profiles of overall improvement emerged, with two participants improving their performance by at least 40% across the majority of measures, and two participants making smaller gains across a more limited number of measures. These differences in response to treatment suggest several areas for future study.
Book Synopsis Becoming a Word Learner by : Roberta Michnick Golinkoff
Download or read book Becoming a Word Learner written by Roberta Michnick Golinkoff and published by Oxford University Press. This book was released on 2000-11-02 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: Language acquisition is a contentious field of research occupied by cognitive and developmental psychologists, linguists, philosophers, and biologists. Perhaps the key component to understanding how language is mastered is explaining word acquisition. At twelve months, an infant learns new words slowly and laboriously but at twenty months he or she acquires an average of ten new words per day. How can we explain this phenomenal change? A theory of word acquisition will not only deepen our understanding of the nature of language but will provide real insight into the workings of the developing mind. In the latest entry in Oxford's Counterpoints series, Roberta Golinkoff and Kathryn Hirsh-Pasek will present competing word acquisition theories that have emerged in the past decade. Each theory will be presented by the pioneering researcher. Contributors will include Lois Bloom of Columbia University, Linda Smith of Indiana University, Amanda Woodward of the University if Chicago, Nameera Akhtar of the University of California, Santa Cruz and Michael Tomasello of the Max Planck Institute. The editors will provide introductory and summary chapters to help assess each theoretical model. Roberta Golinkoff has been the director of The Infant Language Project at the University of Delaware since 1974. For the past decade she has collaborated with Kathryn Hirsh-Pasek of Temple University to solve the question of language acquisition in children.
