Children with ASD can use gaze to map new words

Ellawadi, Allison Bean; McGregor, Karla K.

doi:10.1111/1460-6984.12192

Cited by 11 publications

(10 citation statements)

References 13 publications

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“…This supports various past studies (e.g. Akechi et al, 2011;2013;Ellawadi & McGregor, 2016;McGregor et al, 2013;Norbury, et al, 2010) and indicates that children with ASC attend to a speaker's gaze and pointing and understand that novel words likely refer to the object being gazed at and/or pointed towards.…”

Section: Discussionsupporting

confidence: 89%

“…We hypothesise that the TD children will perform the best, followed by the children with ID. In line with past research (Akechi et al, 2011;2013;Norbury et al, 2010;Ratner, 2005;Rosenberg & Abbeduto, 1993), we predict that CA and RLA will be positively related with fast mapping, with RLA expected to be more important than CA (Bani-Hani, Gonzalez Barrero, & Nadig 2012;Ellawadi & Mcgregor, 2016;Parish-Morris, Hennon, Hirsh-Pasek, Golinkoff & Tager-Flusberg, 2007).…”

Section: Referent Selection In Asc and Idsupporting

confidence: 88%

“…However, more recent studies suggest that children with ASC form word-object mappings (Akechi et al, 2011;Ellawadi & McGregor, 2016;Luyster & Lord, 2009;McGregor et al, 2013;Norbury, Griffiths & Nation, 2010) from gaze, particularly when combined with pointing (Akechi et al, 2013). This suggests that some children with ASC may be attuned to social cues, helping them disambiguate referential ambiguity.…”

Section: Referent Selection In Children With Autism Spectrum Conditiomentioning

confidence: 99%

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Referent selection in children with Autism Spectrum Condition and intellectual disabilities: Do social cues affect word-to-object or word-to-location mappings?

Field

Lewis

Allen³

2019

Research in Developmental Disabilities

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Background-There is conflicting evidence regarding whether children with Autism Spectrum Condition (ASC) and intellectual disabilities (ID) follow social pragmatic cues such as a speaker's eye gaze or pointing towards a novel object to assist mapping a new word onto a new object (e.g. fast mapping). Aims-We test fast mapping from a speaker's gaze and pointing towards objects in children with ASC and ID with varying chronological and receptive language ages compared with receptive language matched groups of typically developing (TD) children. Methods and Procedure-Across eight trials, a speaker gazed and/or pointed towards one out of two objects while saying a new word. Pointing was either 'referential' (with intention), or 'incidental' (without obvious intention). To investigate whether children formed more robust word-to-object links rather than associative word-to-location ones, we reversed the original location of the objects in half of the test trials. Outcomes and Results-Children with ASC were as successful as TD children using social cues to form word-to-object mappings. Surprisingly, children with ID did not fast map from referential pointing, or when objects changed location. Conclusions and Implications-Children with ID may use different processes to facilitate word learning compared to TD children and even children with ASC.

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Section: Discussionsupporting

confidence: 89%

Section: Referent Selection In Asc and Idsupporting

confidence: 88%

Section: Referent Selection In Children With Autism Spectrum Conditiomentioning

confidence: 99%

See 1 more Smart Citation

Referent selection in children with Autism Spectrum Condition and intellectual disabilities: Do social cues affect word-to-object or word-to-location mappings?

Field

Lewis

Allen³

2019

Research in Developmental Disabilities

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“…Baron-Cohen et al 1997;Preissler and Carey 2005). However, a growing collection of research shows that many children with ASD can utilise social-communicative cues to inform their referent selection (Bean Ellawadi and McGregor 2016;Hani et al 2013;Hartley et al 2020;Luyster and Lord 2009;McGregor et al 2013). Furthermore, it is well-documented that children spanning the autism spectrum can use lexical heuristics, such as mutual exclusivity, to accurately identify the referents of unfamiliar words (de Marchena et al 2011;Hartley et al 2019).…”

mentioning

confidence: 99%

Are Children With Autism More Likely to Retain Object Names When Learning From Colour Photographs or Black-and-White Cartoons?

Carter

Hartley

2020

J Autism Dev Disord

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For the first time, this study investigated whether children with autism spectrum disorder (ASD) and typically developing (TD) children matched on language comprehension (M age equivalent = ~ 44 months) are more likely to retain words when learning from colour photographs than black-and-white cartoons. Participants used mutual exclusivity to fast map novel word-picture relationships and retention was assessed following a 5-min delay. Children with ASD achieved significantly greater retention accuracy when learning from photographs rather than cartoons and, surprisingly, responded more accurately than TD children when learning from photographs. Our results demonstrate that children with ASD benefit from greater iconicity when learning words from pictures, providing a data-grounded rationale for using colour photographs when administering picture-based interventions.

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“…As it turns out, when autistic and non-autistic children are well matched (Gernsbacher & Pripas-Kapit, 2012; Gernsbacher, Morson, & Grace, 2015; 2016), autistic children are equally adept at the Fast Mapping task (Ellawadi et al, 2016; Luyster & Lord, 2009; Venker, 2019). But the pitfalls demonstrated by over-extending the meaning of laboratory tasks parallel those encountered by over-extending the meaning of brand names.…”

mentioning

confidence: 99%

Fast mapping is a laboratory task, not a cognitive capacity

Gernsbacher

Morson

2019

Cognitive Neuroscience

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Fast Mapping is a laboratory task that typically involves an experimenter creating a nonsense name for an object the participant has never seen before. We demonstrate how researchers’ use of the term Fast Mapping has extended beyond its core meaning as a laboratory task to more abstractly denote an internal process, a skill that children employ in their everyday lives, and an inherent capacity. We argue that such over-extension is problematic.

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Children with ASD can use gaze to map new words

Cited by 11 publications

References 13 publications

Referent selection in children with Autism Spectrum Condition and intellectual disabilities: Do social cues affect word-to-object or word-to-location mappings?

Referent selection in children with Autism Spectrum Condition and intellectual disabilities: Do social cues affect word-to-object or word-to-location mappings?

Are Children With Autism More Likely to Retain Object Names When Learning From Colour Photographs or Black-and-White Cartoons?

Fast mapping is a laboratory task, not a cognitive capacity

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