Children's referential understanding of novel words and parent labeling behaviors

Similarities across children with and without autism spectrum disorders

Bibliographic Data

ID20366247
AuthorsHANADY BANI HANI (McGill University), Ana Maria Gonzalez‐Barrero (0000-0002-2120-6329, McGill University), Ana Maria Gonzalez-Barrero, Aparna Nadig (0000-0003-4674-979X, McGill University, corresponding author), APARNA S NADIG
Year2013
Volume40
Issue5
Pages971-1002
Publication date2013-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Child Language (JOURNAL)
Journal identifiersISSN: 0305-0009 • E-ISSN: 1469-7602
PublisherCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s0305000912000426
PMID23021075
OpenAlexW2100038460
LanguageEN
Citations received4
References cited49

This study examined two facets of the use of social cues for early word learning in parent–child dyads, where children had an Autism Spectrum Disorder (ASD) or were typically developing. In Experiment 1, we investigated word learning and generalization by children with ASD (age range: 3;01–6;02) and typically developing children (age range: 1;02–4;09) who were matched on language ability. In Experiment 2, we examined verbal and non-verbal parental labeling behaviors. First, we found that both groups were similarly able to learn a novel label using social cues alone, and to generalize this label to other representations of the object. Children who utilized social cues for word learning had higher language levels. Second, we found that parental cues used to introduce object labels were strikingly similar across groups. Moreover, parents in both groups adapted labeling behavior to their child's language level, though this surfaced in different ways across groups

Autism · Cognitive psychology · Developmental psychology · Language development · Linguistics · Autism Spectrum Disorder Research · Child and Animal Learning Development · Language Development and Disorders · Psychology

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