Word Learning in Children with Autism Spectrum Disorders

Autor/inn/en	Luyster, Rhiannon; Lord, Catherine
Titel	Word Learning in Children with Autism Spectrum Disorders
Quelle	In: Developmental Psychology, 45 (2009) 6, S.1774-1786 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0016223
Schlagwörter	Delayed Speech; Autism; Learning Processes; Pervasive Developmental Disorders; Toddlers; Expressive Language; Vocabulary Development; Comparative Analysis; Error Patterns; Developmental Stages; Social Influences; Interaction; Language Impairments; Language Acquisition; Mullen Scales of Early Learning + Suchen Sie Ihr Suchwort? Sprachverzögerung; Autismus; Learning process; Lernprozess; Infant; Infants; Toddler; Kleinkind; Wortschatzarbeit; Fehlertyp; Sozialer Einfluss; Interaktion; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Sprachaneignung; Spracherwerb
Abstract	Autism spectrum disorders (ASD) have been gaining attention, partly as an example of unusual developmental trajectories related to early neurobiological differences. The present investigation addressed the process of learning new words to explore mechanisms of language delay and impairment. The sample included 21 typically developing toddlers matched on expressive vocabulary with 21 young children with ASD. Two tasks were administered to teach children a new word and were supplemented by cognitive and diagnostic measures. In most analyses, there were no group differences in performance. Children with ASD did not consistently make mapping errors, even in word learning situations that required the use of social information. These findings indicate that some children with ASD, in developmentally appropriate tasks, are able to use information from social interactions to guide word-object mappings. This result has important implications for understanding of how children with ASD learn language. (Contains 3 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10