Symbolic Understanding of Pictures in Low-Functioning Children with Autism: The Effects of Iconicity and Naming

Autor/inn/en	Hartley, Calum; Allen, Melissa L.
Titel	Symbolic Understanding of Pictures in Low-Functioning Children with Autism: The Effects of Iconicity and Naming
Quelle	In: Journal of Autism and Developmental Disorders, 45 (2015) 1, S.15-30 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-013-2007-4
Schlagwörter	Pictorial Stimuli; Autism; Cognitive Ability; Novelty (Stimulus Dimension); Comparative Analysis; Visual Stimuli; Classification; Language Usage; Symbolic Learning; Logical Thinking; Naming + Suchen Sie Ihr Suchwort? Fantasieanregung; Autismus; Denkfähigkeit; Classification system; Klassifikation; Klassifikationssystem; Sprachgebrauch; Symboldidaktik
Abstract	This research investigated whether symbolic understanding of pictures in low-functioning children with autism is mediated by iconicity and language. In Experiment 1, participants were taught novel words paired with unfamiliar pictures that varied in iconicity (black-and-white line drawings, greyscale photographs, colour line drawings, colour photographs). Unlike mental-age matched typically developing peers, children with autism generally mapped words onto pictures rather than depicted referents, however, they generalised labels more frequently in colour picture conditions. In Experiment 2, children with autism categorised a line drawing with its referent, rather than another picture, regardless of whether it was named. Typically developing children only viewed pictures as symbols when they were labelled. Overall, symbolic understanding of pictures in children with autism is facilitated by iconicity (particularly colour), but not language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01