Three contextual cues and their influence on naming in children

Abstract

Children often learn the names of objects incidentally—that is without direct instruction or programmed reinforcement—simply by observing others label novel objects. A number of contextual cues have been deemed important in the development of naming such as orientation toward stimuli, pointing, linguistic prompts (e.g., “This is…”), and contiguous presentations of stimuli and sounds. Despite their significance, there has been almost no systematic investigation of these cues in behavior analysis. The current study preliminarily examines how contextual cues—such as an experimenter's eye gaze, pointing, and use of paralinguistic cues—affect naming responses. In Experiment 1, three typically developing children were administered naming tests with and without these cues using a reversal design. All participants showed improved performance with cues relative to without cues. Experiment 2 extended this by testing three autistic children with all cues, a partial set of cues, or no cues, using a reversal design. Results replicated Experiment 1, also demonstrating that partial cues were effective in facilitating naming. Experiment 3 replicated the results of Experiment 1 with three additional autistic participants during which test trials remained consistent across conditions in a reversal design. Further research on the contextual cues presented during naming experiences is warranted.