Matching Procedures in Autism Research: Evidence from Meta-Analytic Studies

Shaked, Michal; Yirmiya, Nurit

doi:10.1023/b:jadd.0000018072.42845.83

Cited by 36 publications

(29 citation statements)

References 22 publications

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“…Although the PPVTappears to be a good choice for the current study (because receptive word learning is of interest), concerns regarding picture vocabulary tests for AD children have been raised. Most worrisome is that such tests tend to overestimate the language abilities of AD children because many are adept at labeling objects (Shaked & Yirmiya, 2004). Thus, the receptive language of TD children may be more advanced than AD children despite comparable PPVT scores.…”

Section: Dasmentioning

confidence: 99%

“…It has been suggested that future studies should use matched children with a specific language delay (Tager-Flusberg, 2004; but see Burack et al, 2004;Charman, 2004). Furthermore, our LA group was assembled using PPVT scores, a matching method that has been called into question for overestimating the verbal abilities of AD children (Shaked & Yirmiya, 2004).…”

Section: Implications For Word Learningmentioning

confidence: 99%

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Children With Autism Illuminate the Role of Social Intention in Word Learning

et al. 2007

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To what extent do children with autism (AD) versus typically developing children (TD) rely on attentional and intentional cues to learn words? Four experiments compared 17 AD children (M age 5 5.08 years) with 17 language-and 17 mental-age-matched TD children (M ages 5 2.57 and 3.12 years, respectively) on nonverbal enactment and word-learning tasks. Results revealed variability in all groups, but particularly within the AD group. Performance on intention tasks was the most powerful predictor of vocabulary in the AD group but not in the TD groups. These findings suggest that word learning cannot be explained exclusively by either attentional or intentional processes, and they provide evidence of a special role for intentional understanding in the vocabulary development of AD children.Children acquire vocabulary at an impressive pace (Carey, 1978), and they acquire it primarily in the context of social interaction with other human beings (Hoff, 2003;Hoff & Tian, 2005;Opie, Steele, & Ward, 2004;Rowe, 2004;Tomasello, 1999; but see Chen & Peng, 1995). Hotly debated, however, is the exact function that social interaction plays for children learning to map words onto referents. Does social interaction offer perceptual cues that direct attention to word referents? Or does it provide a gateway to a speaker's communicative intent, thus focusing listeners on the object or action that the speaker had in mind? Might there be a developmental progression with children first attending to the perceptual, attentional elements of social interaction and only later to the intentional cues to word reference? It has been difficult to distinguish empirically among these accounts. A comparison of the way typically developing (TD) and autistic (AD) children learn words offers a window onto the role that social information plays in word learning. It has been argued that AD children pay less attention to social intentional cues than do TD children (Baron-Cohen, 1995). If true, and AD children nonetheless learn words in a manner similar to TD children, then understanding social intent might not be necessary for word learning. Furthermore, as AD children are somewhat heterogenous in their ability to access intentional cues, studying them offers a second way to examine the relative import of attentional and intentional social cues in vocabulary acquisition.There are a plethora of theories that have been developed to account for patterns of early word learning. For example, there is the view that children's word learning is guided by a set of constraints that limit the number of hypotheses children need to make for what a word might mean (Booth, Waxman, & Huang, 2005;Cimpian & Markman, 2005;Merriman & Evey, 2005). For the present purposes, however, we will consider only three types of theories: attentional, intentional, and hybrid. Attentional theories hold that social exchanges replete with movement, object handling, and gestures highlight certain objects and actions in the environment over others. Hearing a word in the presence of an inter...

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Section: Dasmentioning

confidence: 99%

Section: Implications For Word Learningmentioning

confidence: 99%

Children With Autism Illuminate the Role of Social Intention in Word Learning

et al. 2007

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“…Le résultat intéressant de l'analyse confirme que cette difficulté n'est pourtant pas spécifique à l'autisme. En effet, les enfants avec déficience intellectuelle rencontrent également de grandes difficultés à attribuer des états mentaux et, au vu des problèmes d'appariement pour constituer des groupes contrôles auxquels comparer les enfants avec autisme [14], il est légitime de se poser la ques tion de la spécificité de ce symptôme.…”

Section: La Cognition Socialeunclassified

Particularités cognitives dans le trouble du spectre de l'autisme : la théorie de l'esprit et les fonctions exécutives

2014

Swiss Arch Neurol Psychiatr

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“…Sullivan and TagerFlusberg 1999) putatively constitutes a methodological limitation (e.g. Shaked and Yirmiya 2004), which may have contributed to previous contradictory findings. Here we hypothesized that if the WS uneven cognitive profile impacts on TOM ability in this disorder, this should be evidenced by increased performance on verbal relative to visual TOM tasks.…”

Section: Introductionmentioning

confidence: 99%

“…Note that CA and MA selection criteria were not restricted because previous studies suggest that imposing such restrictions may substantially influence results on TOM measures (e.g. Shaked and Yirmiya 2004). Full-scale IQ scores ranged from 40 to 81 (M = 57.5; SD = 11.0), with verbal IQ (VIQ) scores ranging from 46 to 91 (M = 65.5; SD = 14.3) and performance IQ (PIQ) scores ranging from 46 to 80 (M = 55.4; SD = 9.0).…”

Section: Introductionmentioning

confidence: 99%

Verbal Peaks and Visual Valleys in Theory of Mind Ability in Williams Syndrome

Santos

Deruelle

2008

J Autism Dev Disord

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Research on theory of mind (TOM) has provided a major contribution to the understanding of developmental disorders characterized by atypical social behaviour. Yet, there is still little consensus relative to TOM abilities in Williams syndrome (WS). This study used visual and verbal tasks to investigate attribution of intentions in individuals with WS relative to mental age-matched typically developing individuals. Results showed that individuals with WS perform as accurately as controls on the verbal but not on the visual task. Such modality differences did not affect WS group's performance on a control condition not requiring TOM neither were found for the control group. These results suggest the existence of a verbal peak and a visual valley in TOM ability in WS.

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Matching Procedures in Autism Research: Evidence from Meta-Analytic Studies

Cited by 36 publications

References 22 publications

Children With Autism Illuminate the Role of Social Intention in Word Learning

Children With Autism Illuminate the Role of Social Intention in Word Learning

Particularités cognitives dans le trouble du spectre de l'autisme : la théorie de l'esprit et les fonctions exécutives

Verbal Peaks and Visual Valleys in Theory of Mind Ability in Williams Syndrome

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