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Statistical Word Learning And Non Social Visual Attention In Children With Autism
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Book Synopsis Statistical Word Learning and Non-social Visual Attention in Children with Autism by :
Download or read book Statistical Word Learning and Non-social Visual Attention in Children with Autism written by and published by . This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated cross-situational word learning and non-social visual attention in 4- to 7-year-old children with autism spectrum disorders (ASD) with heterogeneous language and cognitive abilities (n = 27). A comparison group of 2- to 7-year-old typically developing (TD) children matched on receptive vocabulary was also included (n = 28). Children participated in a cross-situational word-learning task presented on an eye tracker that required attention to word-object co-occurrences across individually ambiguous trials. Children with ASD who were excluded due to inattention (n = 7) had significantly lower vocabulary levels than children who were retained. Contrary to expectations, eye gaze patterns and a behavioral pointing task indicated no significant group differences in cross-situational learning. Eye-gaze and pointing task performance was significantly correlated in the TD group, suggesting convergent validity, but the two measures were not significantly associated in the ASD group. Several child-level abilities were examined to determine the factors underlying successful cross-situational learning. Age, receptive vocabulary level, and simple word learning were significantly associated with cross-situational learning in the TD group; correlations were marginal in the ASD group. There were no significant relationships between cross-situational learning and visual recognition memory, nonverbal IQ, or autism severity. Children also participated in a non-social visual orienting task. Surprisingly, the TD and ASD groups did not differ in mean latencies to shift and disengage attention. It was hypothesized that children with ASD who had more difficulty disengaging their attention from an ongoing stimulus (i.e., sticky attention) would have more difficulty with the cross-situational task because successful learning required attention to multiple visual stimuli. Consistent with this prediction, the children with ASD who had stickier attention demonstrated worse cross-situational learning, although this relationship was marginal when age was statistically controlled. Sticky attention was also related to familiar word recognition, pointing to a broader impact of visual disengagement on language processing. A post hoc analysis suggested that real-time familiar word recognition mediates the relationship between sticky attention and vocabulary knowledge in children with ASD. Differences in sticky visual attention may help to explain why some children with ASD experience such striking delays in early vocabulary learning.
Book Synopsis Visual Disengagement and Word Learning in Chidren with Autism Spectrum Disorder by : Melissa Griffith
Download or read book Visual Disengagement and Word Learning in Chidren with Autism Spectrum Disorder written by Melissa Griffith and published by . This book was released on 2019 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt: This current project discusses correlations between visual attention and word learning in children with autism spectrum disorders (ASD) and children with typical development (TD). The study examined the role of visual disengagement, specifically the difficulty some children have with breaking visual attention to a fixed stimulus. Participants were 19 children with ASD (age 4-7) and 21 children with TD (age 2-7). Eye tracking was used to examine word learning and visual attention. Novel word learning and visual disengagement were significantly correlated in the children with ASD (r = -0.43, one-tailed p = 0.03) when considering the timeout trials but were not significantly correlated in the children with TD (r = -0.19, one-tailed p = 0.21). However, the correlation between novel word learning and visual disengagement in children with ASD was no longer significant after controlling for age. Results suggest that it is important to consider the role of attention in word learning for children with ASD.
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.
Book Synopsis Developmental Psycholinguistics by : Irina A. Sekerina
Download or read book Developmental Psycholinguistics written by Irina A. Sekerina and published by John Benjamins Publishing. This book was released on 2008-01-09 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: How do infants and young children coordinate information in real time to arrive at sentence meaning from the words and structure of the sentence and from the nonlinguistic context? This volume introduces readers to an emerging field of research, experimental developmental psycholinguistics, and to the four predominant methodologies used to study on-line language processing in children. Authored by key figures in psycholinguistics, neuroscience and developmental psychology, the chapters cover event-related brain potentials, free-viewing eyetracking, looking-while-listening, and reaction-time techniques, also providing a historical backdrop for this line of research. Multiple aspects of experimental design, data collection and data analysis are addressed in detail, alongside surveys of recent important findings about how infants and children process sounds, words, and sentences. Indispensable for students and researchers working in the areas of language acquisition, developmental psychology and developmental neuroscience of language, this volume will also appeal to speech language pathologists and early childhood educators.
Book Synopsis The Development of Autism by : Jacob A. Burack
Download or read book The Development of Autism written by Jacob A. Burack and published by Routledge. This book was released on 2001-06-01 with total page 674 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dedicated to the memory and work of Lisa Capps, this volume is a forum for scholars and practitioners interested in the typical and atypical development of persons with autism. Each chapter is focused on theoretical considerations and the empirical evidence regarding a specific aspect of functioning, but common themes of development are considered throughout. Within this framework, the contributors provide a detailed and comprehensive account of the development of persons with autism. The book is divided into four sections: (1) Developmental, Neurobiological, Genetic, and Family Considerations; (2) Attention and Perception; (3) Cognition, Theory of Mind, and Executive Functioning; and (4) Social and Adaptive Behaviors. With the consideration of this broad range of topics, this volume is both a state-of-the-art resource about autism and a unique contribution to the study of development. It will be of interest to researchers and care providers from several domains, including psychology, psychiatry, social work, developmental psychology, and education. This volume can be used as a text in graduate and advanced undergraduate courses, and as a resource in applied settings.
Book Synopsis Eye Tracking and Word Learning Processes in Typical and Atypical Development by : David Paul Benjamin
Download or read book Eye Tracking and Word Learning Processes in Typical and Atypical Development written by David Paul Benjamin and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study measured word-learning abilities in young males with autism, fragile X syndrome (FXS), and typical development using a novel eye-tracking paradigm. Modeled after interactive in-vivo paradigms, this study measured participants' visual attention to novel object pairs during both a word-learning exposure and a comprehension phase. Eye-tracking paradigms designed to test word learning in similarly designed scenarios have begun to offer increasingly complex understandings of the way children process social scenes during learning opportunities, but these paradigms mainly still rely upon some form of overt behavioral response in addition to the passive viewing of the on-screen stimuli. The present study was designed to expose children with typical and atypical developmental trajectories to a word-learning situation in which no overt behavioral response is required, thus removing the expectation of engagement with an examiner. The results indicated that labeling cues during an exposure phase did not increase visual attention to labeled target objects. However, increases in gaze toward labeled objects during an exposure phase were correlated with increases in gaze toward target objects during a comprehension phase in those with autism and typical development, but not in FXS. Additionally, in those with autism and FXS, increased target-object gaze during the comprehension phase was significantly correlated with standardized language abilities in both participants autism as well as FXS. The results are discussed with respect to the objective of further validating paradigms such as this as measures of important developmental processes such as language learning, as well as the potential utility of such paradigms to gain insight into the ways children with typical and atypical development visually process social learning scenes.
Book Synopsis New Developments in Autism by : Juan Martos Pérez
Download or read book New Developments in Autism written by Juan Martos Pérez and published by Jessica Kingsley Publishers. This book was released on 2007 with total page 355 pages. Available in PDF, EPUB and Kindle. Book excerpt: This international collection provides a comprehensive overview of cutting-edge research on autism spectrum disorders (ASDs) by well-known experts in the field, stressing the importance of early diagnosis and a good working relationship between parents and professionals. The contributors cover a wide range of aspects of ASDs, from early assessment techniques, neurodevelopment and brain function to language development, executive function and genetic research. They explore how individuals with ASDs think and give evidence-based guidance on how to handle difficulties with social interaction and language development using appropriate interventions. New Developments in Autism will be of great interest to professionals, researchers, therapists, parents and people with ASDs.
Book Synopsis Statistical Word Learning in Children with Language Disorders by :
Download or read book Statistical Word Learning in Children with Language Disorders written by and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Word learning abilities are important for academic and social development. As such, it is necessary to understand the mechanistic underpinnings of word learning in children with typical and atypical development. This study examined word learning mechanisms in children with typical development, autism spectrum disorder (ASD), and specific language impairment (SLI) who were matched on chronological age and nonverbal cognition. Specifically, abilities in statistical learning and fast mapping were examined. This study was the first to examine whether the output of statistical learning enhanced word learning abilities in school age children with typical and atypical language development. It was found that children with SLI have deficits in statistical learning and fast mapping abilities, relative to children with ASD and typical development. In addition, exploratory analyses revealed that statistical learning and fast mapping abilities in children with ASD who have concomitant language impairments are relatively intact, but slightly depressed. Lastly, when examining the role of statistical learning in word learning, it was found that exposure to an artificial language that contains some of the words presented in a subsequent word learning task enhanced learning in children with SLI. However, the word learning appeared to have been facilitated by the exposure to the sounds in the artificial language instead of the statistical structure. Implications to theory are discussed.
Book Synopsis The Broad Autism Phenotype by : Anthony F. Rotatori
Download or read book The Broad Autism Phenotype written by Anthony F. Rotatori and published by Emerald Group Publishing. This book was released on 2015-03-27 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: This proposed volume will provide in-depth coverage about a construct known as the broad autism phenotype (BAP).
Book Synopsis Intact Statistical Word Learning in Autism Spectrum Disorders by : Jessica Mayo
Download or read book Intact Statistical Word Learning in Autism Spectrum Disorders written by Jessica Mayo and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Individuals with Autism Spectrum Disorders (ASD) have impairments in language acquisition, but the underlying mechanism of these deficits is poorly understood. Implicit learning appears potentially relevant to language development, particularly in speech segmentation, which relies on sensitivity to the transitional probabilities between speech sounds. This study aimed to investigate the relationship between implicit learning and current language abilities in school-aged children with autism (n = 17) and typical development (n = 24) using a well-studied artificial language learning task. Results suggest that the ASD and TD groups were equally able to implicitly learn transitional probabilities from a lengthy stimulus stream. Furthermore, task performance was not strongly associated with current language abilities. Implications for implicit learning research in ASD are discussed.
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.
Book Synopsis The Acquisition of Narratives by : Michael G. Bamberg
Download or read book The Acquisition of Narratives written by Michael G. Bamberg and published by Walter de Gruyter. This book was released on 2011-09-08 with total page 261 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Learning and Behavior Problems in Asperger Syndrome by : Margot Prior
Download or read book Learning and Behavior Problems in Asperger Syndrome written by Margot Prior and published by Guilford Press. This book was released on 2004-08-05 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume provides research-based, practical information on managing the challenges that Asperger syndrome (AS) presents in everyday life and in the classroom. Current knowledge is reviewed on the core learning, behavioral, emotional, social, and communication difficulties associated with this complex disorder. Hurdles facing children with AS and their parents and teachers are clearly identified, and effective assessment and intervention approaches described. Special features include firsthand accounts from an adult with AS and a teacher with extensive experience in the area, as well as numerous illustrative vignettes and classroom examples. While written primarily for professionals, the volume will also be of interest to many parents.
Book Synopsis Communication Problems in Autism by : Eric Schopler
Download or read book Communication Problems in Autism written by Eric Schopler and published by Springer Science & Business Media. This book was released on 2013-03-09 with total page 356 pages. Available in PDF, EPUB and Kindle. Book excerpt: The North Carolina State Legislature's mandate to Division TEACCH has three major components. First, to provide the most up-to-date and cost effective services possible for families with autistic or similar language impaired children; second, to conduct research aimed toward the better under standing of such devastating disorders; and third, to provide training for the professionals needed to pursue these goals. One element in achieving these aims is to hold annual conferences on topics of special importance to the under standing and treatment of autism and similar disorders. In addition to training professionals and parents on the most recent de velopments in each conference topic, we are publishing a series, Current Issues in Autism, based on these conferences. These books are not, however, simply the published proceedings of the conference papers. Instead, some chapters are expanded conference presentations, whereas others come from national and in ternational experts whose work is beyond the scope of the conference, but es sential in our attempt at comprehensive coverage of the conference theme. These volumes are intended to provide the most current knowledge and profes sional practice available to us at the time.
Book Synopsis Word Learning in Children with Autism Spectrum Disorders by : Allison Frances Bean
Download or read book Word Learning in Children with Autism Spectrum Disorders written by Allison Frances Bean and published by . This book was released on 2010 with total page 77 pages. Available in PDF, EPUB and Kindle. Book excerpt: We hypothesize that, when all else is equal, providing a label does not make the target distinct enough to support word-referent pairings for children who are not consistently attending to the speaker. Overall, the ASD group demonstrated greater within group variability in their attention than the RVM group. Gaze following was variable across (and within) the ASD group. The within subject variability suggests some children with ASD are slow to appreciate eye gaze cues in unfamiliar contexts.
Book Synopsis Language across neurodevelopmental disorders by : Marisa Filipe
Download or read book Language across neurodevelopmental disorders written by Marisa Filipe and published by Frontiers Media SA. This book was released on 2023-03-13 with total page 226 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Neuropsychology of Autism by : Deborah Fein
Download or read book The Neuropsychology of Autism written by Deborah Fein and published by Oxford University Press. This book was released on 2011-06-09 with total page 559 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Neuropsychology of Autism provides an up-to-date summary on the neuropsychology of autism spectrum disorders (ASD), written by leaders in the field. It summarizes current knowledge about neurochemistry, neuroanatomy, genetics, and clinical presentations and provides helpful discussions on key functions such as language, memory, attention, executive functions, social cognition, motor and sensory functioning.
