Mutual exclusivity in autism spectrum disorders: Testing the pragmatic hypothesis

Marchena, Ashley de; Eigsti, Inge‐Marie; Worek, Amanda; Ono, Kim E; Snedeker, Jesse

doi:10.1016/j.cognition.2010.12.011

Cited by 91 publications

(48 citation statements)

References 92 publications

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“…Eight children with ASD were excluded from the study as they were unable to pass the entry task, and these children had significantly lower verbal and nonverbal IQ scores than participating children. In nonsocial tasks, children with ASD can use mutual exclusivity to map novel words to novel objects over objects they already know (de Marchena, Eigsti, Worek, Ono, & Snedeker, 2011;Preissler & Carey, 2005). In addition, Norbury et al (2010) found that children with ASD were especially proficient at learning the phonological forms of new words, as evidenced by superior performance on a picture naming task immediately after learning.…”

Section: Vocabulary Learning In Asdmentioning

confidence: 99%

Orthography Facilitates Vocabulary Learning for Children with Autism Spectrum Disorders (ASD)

Lucas

Norbury

2014

Quarterly Journal of Experimental Psychology

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This study investigated the extent to which children with autism spectrum disorders (ASD) can use orthography to facilitate vocabulary learning, as is the case for typically developing (TD) children. Forty-one children aged 7-12 years, 20 with a formal diagnosis of ASD and 21 TD peers, were taught 16 low-frequency concrete science words, such as "breccia". Half of the stimuli had the written word presented alongside a picture of the target item (orthography present: OP) while the remaining items were taught with orthography absent (OA). During the learning phase, eye movements were recorded; there were no group differences in the time spent fixating the written form. Production, comprehension, and recognition of orthographic forms of new words were assessed immediately after learning and again after a 24-hour delay. The vocabulary learning of both groups was facilitated by the presence of orthography. Overall, the groups did not differ in comprehension of new words or recognition of new orthographic forms, although the children with ASD demonstrated superior phonological learning (as measured by a picture naming task) relative to TD peers. Additionally, both groups retained or increased new knowledge after 24 hours. The results suggest that presenting the written form during oral vocabulary teaching will enhance learning and provide a mechanism for children with ASD to increase word knowledge despite potential limitations in social learning.

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Section: Vocabulary Learning In Asdmentioning

confidence: 99%

Orthography Facilitates Vocabulary Learning for Children with Autism Spectrum Disorders (ASD)

Lucas

Norbury

2014

Quarterly Journal of Experimental Psychology

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“…Although subsequent research has shown that children aged around 4 or 5 (Nilsen & Graham, 2009), 5 or 6 (Bahtiyar & Küntay, 2008;Nadig & Sedivy, 2002) show sensitivity to the addressee's perspective in the production of contrastive adjectives, research has also shown that unlike adults, AUDIENCE DESIGN IN CHILDREN 6 words to novel referents like children without ASD (Tek, Jaffery, Fein, & Naigles, 2008) and use the same contextual information as their controls when doing so (De Marchena, Eigsti, Worek, Ono, & Snedeker, 2011;Preissler & Carey, 2005). When producing sentences, high-functioning children with ASD can also align sentence structures with their partner, demonstrating unimpaired syntactic representations (Allen, Haywood, Rajendran, & Branigan, 2010).…”

Section: Introductionmentioning

confidence: 99%

Development of audience design in children with and without ASD.

Fukumura¹

2016

Developmental Psychology

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We examined two hypotheses concerning the development of audience design by contrasting children with and without Autistic Spectrum Disorder (ASD) in referential communication. The twostage hypothesis predicts that the ability to use contrastive size adjectives for ambiguity avoidance develops separately from and faster than the ability to avoid perspective-inappropriate descriptions for their addressee. The single-stage hypothesis assumes that both abilities reflect speakers' perspective-taking, and they should develop in tandem with each other. Experiment 1 found that 6-to-10 year olds with and without ASD produced disambiguating size adjectives (" small door") equally often when the size-contrasting competitor (large door) was in the visual context shared with their addressee. When the competitor was hidden from their addressee, that is, it was part of children's privileged context, children with ASD produced more perspective-inappropriate size adjectives than those without ASD, providing support for the two-stage model. Experiment 2 showed a similar pattern of results with 11-to-16-year-old adolescents. Compared to adults, 6-10-year-olds without ASD produced more perspective-inappropriate size adjectives in the privileged context, while producing fewer disambiguating size adjectives in the shared context, demonstrating more "egocentric" behaviours than adults. Importantly, whereas 11-16-year-olds without ASD produced disambiguating adjectives nearly as often as adults in the shared context, they produced perspectiveinappropriate adjectives more than adults in the privileged context. This indicated that even in non-ASD, the ability to avoid perspective-inappropriate descriptions develops more slowly than the ability to avoid ambiguous descriptions, delaying the onset of adult-like audience design, consistent with the two-stage hypothesis.

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“…Early word learning likely involves attention to social cues (Carpenter et al, 1998; Morales et al, 2000; Brooks and Meltzoff, 2005, 2008; Mundy et al, 2007), recognition of co-occurring items and labels (Smith and Yu, 2008; Smith et al, 2011; Trueswell et al, 2013), and certain biases or constraints regarding what things are likely to be labeled (Markman and Wachtel, 1988; Merriman and Bowman, 1989; Smith, 2000; de Marchena et al, 2011). While many potential word learning situations are quite ambiguous (Medina et al, 2011), the highly informative encounters, when they do occur, are likely to help bootstrap language learning.…”

Section: Introductionmentioning

confidence: 99%

Attention and word learning in autistic, language delayed and typically developing children

et al. 2014

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Previous work has demonstrated that patterns of social attention hold predictive value for language development in typically developing infants. The goal of this research was to explore how patterns of attention in autistic, language delayed, and typically developing children relate to early word learning and language abilities. We tracked patterns of eye movements to faces and objects while children watched videos of a woman teaching them a series of new words. Subsequent test trials measured participants‘ recognition of these novel word-object pairings. Results indicated that greater attention to the speaker‘s mouth was related to higher scores on standardized measures of language development for autistic and typically developing children (but not for language delayed children). This effect was mediated by age for typically developing, but not autistic children. When effects of age were controlled for, attention to the mouth among language delayed participants was negatively correlated with standardized measures of language learning. Attention to the speaker‘s mouth and eyes while she was teaching the new words was also predictive of faster recognition of those words among autistic children. These results suggest that language delays among children with autism may be driven in part by aberrant social attention, and that the mechanisms underlying these delays may differ from those in language delayed participants without autism.

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Mutual exclusivity in autism spectrum disorders: Testing the pragmatic hypothesis

Cited by 91 publications

References 92 publications

Orthography Facilitates Vocabulary Learning for Children with Autism Spectrum Disorders (ASD)

Orthography Facilitates Vocabulary Learning for Children with Autism Spectrum Disorders (ASD)

Development of audience design in children with and without ASD.

Attention and word learning in autistic, language delayed and typically developing children

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