How do Autistic and Neurotypical Children's Interests Influence their Accuracy During Novel Word Learning?

IF 3.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Charlotte Rothwell, Gert Westermann, Calum Hartley
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引用次数: 0

Abstract

Word learning depends on attention - children must focus on the right things at the right times. However, autistic children often display restricted interests, limiting their intake of stimuli during word learning. This study investigates how category interests influence word learning in autism and neurotypical development. Autistic and neurotypical children matched on receptive vocabulary used a touch-screen computer to learn novel words associated with animals (high-interest stimuli) and objects (neutral-interest stimuli) via fast mapping. Response accuracy and speed were examined at referent selection, 5-minute retention, and 24-hour retention. Both groups identified meanings of novel words associated with unfamiliar animals and objects via mutual exclusivity with comparable accuracy. After 5 minutes, autistic children retained animal names with greater accuracy than neurotypical children. Autistic children showed a greater increase in their accuracy between 5-minute and 24-hour retention and outperformed neurotypical children across conditions after a night's sleep. Across groups, 24-hour retention was predicted by number of target word repetitions heard at referent selection, indicating a relationship between fast mapping input and retention. However, autistic children were slower to respond correctly, particularly in the animal condition. For autistic children, superior word learning associated with high-interest stimuli was relatively short-term, as sleep appeared to consolidate their memory representations for neutral-interest stimuli. Although these results demonstrate that fundamental word learning mechanisms are not atypical in autism, slower response times may signal a speed-accuracy trade-off that could have implications for naturalistic language acquisition. Our findings also indicate favourable environmental conditions to scaffold word learning.

自闭症儿童和神经畸形儿童的兴趣如何影响他们学习新词的准确性?
单词学习取决于注意力--儿童必须在正确的时间专注于正确的事物。然而,自闭症儿童往往表现出兴趣受限,从而限制了他们在单词学习过程中对刺激的摄入。本研究探讨了兴趣类别如何影响自闭症和神经发育异常儿童的单词学习。自闭症儿童和神经症儿童使用触摸屏电脑,通过快速映射学习与动物(高兴趣刺激)和物体(中性兴趣刺激)相关的新词。在选择参照物、5 分钟保留和 24 小时保留时,对反应的准确性和速度进行了检测。两组儿童都能通过互斥法识别与陌生动物和物体相关的新单词的含义,准确率相当。5 分钟后,自闭症儿童保留动物名称的准确性高于神经畸形儿童。自闭症儿童在 5 分钟和 24 小时保留期间的准确率有了更大的提高,并且在一夜睡眠后,他们在各种条件下的表现都优于神经畸形儿童。在所有组别中,24 小时保持率是由选择参照物时听到的目标词重复次数预测的,这表明快速映射输入与保持率之间存在关系。然而,自闭症儿童的正确反应速度较慢,尤其是在动物条件下。对于自闭症儿童来说,与高兴趣刺激相关的单词学习优势是相对短期的,因为睡眠似乎巩固了他们对中性兴趣刺激的记忆表征。尽管这些结果表明,自闭症儿童的基本词汇学习机制并不是非典型的,但较慢的反应时间可能预示着速度与准确性之间的权衡,这可能会对自然语言习得产生影响。我们的研究结果还表明,有利的环境条件可以为单词学习提供支架。
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来源期刊
CiteScore
8.00
自引率
10.30%
发文量
433
期刊介绍: The Journal of Autism and Developmental Disorders seeks to advance theoretical and applied research as well as examine and evaluate clinical diagnoses and treatments for autism and related disabilities. JADD encourages research submissions on the causes of ASDs and related disorders, including genetic, immunological, and environmental factors; diagnosis and assessment tools (e.g., for early detection as well as behavioral and communications characteristics); and prevention and treatment options. Sample topics include: Social responsiveness in young children with autism Advances in diagnosing and reporting autism Omega-3 fatty acids to treat autism symptoms Parental and child adherence to behavioral and medical treatments for autism Increasing independent task completion by students with autism spectrum disorder Does laughter differ in children with autism? Predicting ASD diagnosis and social impairment in younger siblings of children with autism The effects of psychotropic and nonpsychotropic medication with adolescents and adults with ASD Increasing independence for individuals with ASDs Group interventions to promote social skills in school-aged children with ASDs Standard diagnostic measures for ASDs Substance abuse in adults with autism Differentiating between ADHD and autism symptoms Social competence and social skills training and interventions for children with ASDs Therapeutic horseback riding and social functioning in children with autism Authors and readers of the Journal of Autism and Developmental Disorders include sch olars, researchers, professionals, policy makers, and graduate students from a broad range of cross-disciplines, including developmental, clinical child, and school psychology; pediatrics; psychiatry; education; social work and counseling; speech, communication, and physical therapy; medicine and neuroscience; and public health.
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