Learning and consolidation of new spoken words in autism spectrum disorder

Henderson, Lisa; Powell, A. D. G.; Gaskell, M. Gareth; Norbury, Courtenay

doi:10.1111/desc.12169

Cited by 49 publications

(64 citation statements)

References 81 publications

(145 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…When asked to describe or define words, children with ASD have been found to produce rather superficial definitions (Boucher, Bigham, et al, 2008; McGregor et al, 2012). Furthermore, children with ASD often demonstrate poorer understanding of how words relate to one another and have difficulties integrating new lexical-semantic information with previously learned lexical-semantic information, which further substantiates reduced semantic networks in this population (Battaglia, 2013; Henderson, Powell, Gareth Gaskell, & Norbury, 2014; McClelland, 2000). …”

Section: Introductionmentioning

confidence: 83%

Lexical Processing in School-Age Children with Autism Spectrum Disorder and Children with Specific Language Impairment: The Role of Semantics

Haebig

Kaushanskaya²,

Weismer³

2015

J Autism Dev Disord

View full text Add to dashboard Cite

Children with autism spectrum disorder (ASD) and specific language impairment (SLI) often have immature lexical-semantic knowledge; however, the organization of lexical-semantic knowledge is poorly understood. This study examined lexical processing in school-age children with ASD, SLI, and typical development, who were matched on receptive vocabulary. Children completed a lexical decision task, involving words with high and low semantic network sizes and nonwords. Children also completed nonverbal updating and shifting tasks. Children responded more accurately to words from high than from low semantic networks; however, follow-up analyses identified weaker semantic network effects in the SLI group. Additionally, updating and shifting abilities predicted lexical processing, demonstrating similarity in the mechanisms which underlie semantic processing in children with ASD, SLI, and typical development.

show abstract

Section: Introductionmentioning

confidence: 83%

Lexical Processing in School-Age Children with Autism Spectrum Disorder and Children with Specific Language Impairment: The Role of Semantics

Haebig

Kaushanskaya²,

Weismer³

2015

J Autism Dev Disord

View full text Add to dashboard Cite

show abstract

“…These percentages were arcsine-transformed to better meet the assumption of normality for percentage/proportion data, and submitted to separate by-participants (F1) and by-items (F2) ANOVAs (as in e.g. Dumay & Gaskell, 2012;Henderson et al, 2014;Tamminen et al, 2010;Tamminen et al, 2013). Both ANOVAs included the withinsubject factors of Condition (Picture-present, Form-only) and Day of testing (Day 1, Day 2, Day 8).…”

Section: Free Recallmentioning

confidence: 99%

How does the provision of semantic information influence the lexicalization of new spoken words?

Hawkins

Rastle

2016

Quarterly Journal of Experimental Psychology

View full text Add to dashboard Cite

The integration of a novel spoken word with existing lexical items can proceed within 24 hours of learning its phonological form. However, previous studies have reported that lexical integration of new spoken words can be delayed if semantic information is provided during learning. One possibility is that this delay in lexical integration reflects reduced phonological processing during learning as a consequence of the need to learn the semantic associations. In the current study, adult participants learnt novel words via a phoneme monitoring task, in which half of the words were associated with a picture referent, and half were phonological forms only. Critically, participants were instructed to learn the forms of the novel words, with no explicit goal to learn the word-picture mappings. Results revealed significant lexical competition effects emerging one week after consolidation, which were equivalent for the picture-present and form-only conditions. Tests of declarative memory and shadowing showed equivalent performance for picture-present and form-only words, despite participants showing good knowledge of the picture associations immediately after learning. These data support the contention that provided phonological information is recruited sufficiently well during learning, the provision of semantic information does not slow the time-course of lexical integration.

show abstract

“…These findings could not be entirely explained by limited task compliance or by the inability to produce spoken words because all participants had completed the task and named a familiar object. The fact that early fast mapping related to later receptive and expressive language lends ecological validity to experimental fast-mapping tasks, suggesting that that the difficulties children with ASD experience during the initial stages of word learning are meaningful, in addition to their known difficulties with lexical integration (Henderson et al 2014). …”

Section: Discussionmentioning

confidence: 99%

Brief Report: Fast Mapping Predicts Differences in Concurrent and Later Language Abilities Among Children with ASD

Venker

Kover

Weismer

2015

J Autism Dev Disord

View full text Add to dashboard Cite

This study investigated whether the ability to learn word-object associations following minimal exposure (i.e., fast mapping) was associated with concurrent and later language abilities in children with ASD. Children who were poor learners at age 3½ had significantly lower receptive language abilities than children who successfully learned the new words, both concurrently (n = 59) and 2 years later (n = 53), lending ecological validity to experimental fast-mapping tasks. Fast mapping comprehension at age 3½ was associated with better language outcomes regardless of whether children had produced the new words. These findings highlight the importance of investigating processes of language learning in children with ASD. Understanding these processes will enable the development of maximally effective strategies for supporting word learning.

show abstract

Learning and consolidation of new spoken words in autism spectrum disorder

Cited by 49 publications

References 81 publications

Lexical Processing in School-Age Children with Autism Spectrum Disorder and Children with Specific Language Impairment: The Role of Semantics

Lexical Processing in School-Age Children with Autism Spectrum Disorder and Children with Specific Language Impairment: The Role of Semantics

How does the provision of semantic information influence the lexicalization of new spoken words?

Brief Report: Fast Mapping Predicts Differences in Concurrent and Later Language Abilities Among Children with ASD

Contact Info

Product

Resources

About