An investigation of word learning in the presence of gaze: Evidence from school-age children with typical development or Autism Spectrum Disorder

Bang, Janet Y; Nadig, Aparna

doi:10.1016/j.cogdev.2020.100847

Cited by 6 publications

(4 citation statements)

References 48 publications

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“…In a recent study, Bang and Nadig (2020) showed that children use the directional information provided by both gaze and an arrow to learn label-referent mappings. Critically, however, children attended differently to the social cue and the arrow: children looked longer at the target object in the gaze condition and revealed more contingent looking between the speaker and the referent than between the arrow and referent.…”

Section: Prakash Childrenmentioning

confidence: 99%

“…Word learning studies have relied on a variety of measures including word recognition, referent selection and semantic descriptions (Bang & Nadig, 2020). Here we presented children with a referential communication task, in which they heard a male speaker name an object in an unfamiliar language.…”

Section: The Importance Of Motion Cues For Children With Delayed Sight Onsetmentioning

confidence: 99%

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Head turning is an effective cue for gaze following

Rubio-Fernández¹,

Shukla²,

Bhatia³

et al. 2021

Preprint

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In referential communication, gaze is often interpreted as a social cue that facilitates comprehension and enables word learning. Here we investigated the degree to which head turning facilitates gaze following. We presented participants with static pictures of a man looking at a target object in a first and third block of trials, while they saw short videos of the same man turning towards the target in the second block. In Experiment 1, newly sighted individuals (recently treated for congenital cataracts) benefited from the motion cues, both when comparing their initial performance with static gaze cues to their performance with head turning, and their performance with static cues before and after the videos. In Experiment 2, neurotypical school children (ages 5-10 years) and adults also revealed improved performance with motion cues, although most participants had started to follow the static gaze cues by the end of the first block. Our results confirm that head turning is an effective social cue when interpreting new words, offering new insights for a pathways approach to development.

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Section: Prakash Childrenmentioning

confidence: 99%

Section: The Importance Of Motion Cues For Children With Delayed Sight Onsetmentioning

confidence: 99%

Head turning is an effective cue for gaze following

Rubio-Fernández¹,

Shukla²,

Bhatia³

et al. 2021

Preprint

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“…Students with SLD present lower ability in all 4 hemispheres, compared to their Typically-Developing (TD) counterparts (Bang & Nadig, 2020). A consequence of brain inefficiency is that individuals with SLD do acquire and process information; however, compared with TD children, they differ in its implementation and manifest some relevant issues.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Active Memory Exercises on Intelligence Profile in Students With Specific Learning Disorder

Tahmasbnezhad

Pasha

Firoozjah

et al. 2021

PCP

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Objective: Active memory is the search engine of the mind. Active memory is a cognitive function responsible for preserving instant information, its manipulation, and its use in thinking. This study aimed at investigating the effects of active memory practices on intelligence profiles in students with Specific Learning Disorder (SLD). Methods: This was a quasi-experimental study with a pretest-posttest and a control group design. The population of the study included elementary students of the East Bandpey region in Babol City, Iran, in 2019. The study participants were randomly divided into the experimental (21) and control (20) groups. The experimental group performed sixteen 45-minute active memory program sessions for 8 weeks, twice a week. Multivariate Analysis of Variance (MANOVA) was employed for data analysis. Results: Research findings suggested that educational interventions on the verbal comprehension, perceptual reasoning, active memory, and overall scale have led to a significant difference between the experimental and control groups (P=0.280); however, there was no significant difference concerning the processing speed scale between the study groups (P=0.280). Conclusion: The present study data suggested that educational interventions were the most influential factor on active memory and overall scale. Furthermore, applying active memory exercise, as a non-pharmacological approach, is recommended to improve the intelligence profile in children with SLD.

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“…This means that though we implement this in R, researchers who do not use analytic tools with shareable code can still document their decision-making processes and make these available as a text document in public repositories for open science (e.g., https://osf.io/ ). We use data from a quasi-experimental study of referential gaze processing by children with ASD ( n = 25) or typical development ( n = 43) in the context of word learning and action learning to demonstrate this workflow [ 34 , 35 ].…”

Section: Introductionmentioning

confidence: 99%

Towards greater transparency in neurodevelopmental disorders research: use of a proposed workflow and propensity scores to facilitate selection of matched groups

Bang

Sharda

Nadig

2020

J Neurodevelop Disord

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Background: Matching is one commonly utilized method in quasi-experimental designs involving individuals with neurodevelopmental disorders (NDD). This method ensures two or more groups (e.g., individuals with an NDD versus neurotypical individuals) are balanced on pre-existing covariates (e.g., IQ), enabling researchers to interpret performance on outcome measures as being attributed to group membership. While much attention has been paid to the statistical criteria of how to assess whether groups are well-matched, relatively little attention has been given to a crucial prior step: the selection of the individuals that are included in matched groups. The selection of individuals is often an undocumented process, which can invite unintentional, arbitrary, and biased decisionmaking. Limited documentation can result in findings that have limited reproducibility and replicability and thereby have poor potential for generalization to the broader population. Especially given the heterogeneity of individuals with NDDs, interpretation of research findings depends on minimizing bias at all stages of data collection and analysis. Results: In the spirit of open science, this tutorial demonstrates how a workflow can be used to provide a transparent, reproducible, and replicable process to select individuals for matched groups. Our workflow includes the following key steps: Assess data, Select covariates, Conduct matching, and Diagnose matching. Our sample dataset is from children with autism spectrum disorder (ASD; n = 25) and typically developing children (n = 43) but can be adapted to comparisons of any two groups in quasi-experimental designs. We work through this method to conduct and document matching using propensity scores implemented with the R package MatchIt. Data and code are publicly available, and a template for this workflow is provided in the Additional file 1 as well as on a public repository.

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An investigation of word learning in the presence of gaze: Evidence from school-age children with typical development or Autism Spectrum Disorder

Cited by 6 publications

References 48 publications

Head turning is an effective cue for gaze following

Head turning is an effective cue for gaze following

The Effects of Active Memory Exercises on Intelligence Profile in Students With Specific Learning Disorder

Towards greater transparency in neurodevelopmental disorders research: use of a proposed workflow and propensity scores to facilitate selection of matched groups

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