Children With Autism Illuminate the Role of Social Intention in Word Learning

by: Julia Parish-Morris, Elizabeth A Hennon, Kathy Hirsh-Pasek, Roberta M Golinkoff, Helen Tager-Flusberg

Child Development, Vol. 78, No. 4. (2007), pp. 1265-1287.

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Abstract

To what extent do children with autism (AD) versus typically developing children (TD) rely on attentional and intentional cues to learn words? Four experiments compared 17 AD children (M age = 5.08 years) with 17 language- and 17 mental-age-matched TD children (M ages = 2.57 and 3.12 years, respectively) on nonverbal enactment and word-learning tasks. Results revealed variability in all groups, but particularly within the AD group. Performance on intention tasks was the most powerful predictor of vocabulary in the AD group but not in the TD groups. These findings suggest that word learning cannot be explained exclusively by either attentional or intentional processes, and they provide evidence of a special role for intentional understanding in the vocabulary development of AD children.

@article{citeulike:1470287, abstract = {To what extent do children with autism (AD) versus typically developing children (TD) rely on attentional and intentional cues to learn words? Four experiments compared 17 AD children (M age = 5.08 years) with 17 language- and 17 mental-age-matched TD children (M ages = 2.57 and 3.12 years, respectively) on nonverbal enactment and word-learning tasks. Results revealed variability in all groups, but particularly within the AD group. Performance on intention tasks was the most powerful predictor of vocabulary in the AD group but not in the TD groups. These findings suggest that word learning cannot be explained exclusively by either attentional or intentional processes, and they provide evidence of a special role for intentional understanding in the vocabulary development of AD children.}, author = {Parish-Morris, Julia and Hennon, Elizabeth A. and Hirsh-Pasek, Kathy and Golinkoff, Roberta M. and Tager-Flusberg, Helen }, citeulike-article-id = {1470287}, doi = {10.1111/j.1467-8624.2007.01065.x}, journal = {Child Development}, keywords = {autism, word-learning}, number = {4}, pages = {1265--1287}, posted-at = {2007-07-20 22:27:21}, priority = {2}, title = {Children With Autism Illuminate the Role of Social Intention in Word Learning}, url = {http://www.blackwell-synergy.com/doi/abs/10.1111/j.1467-8624.2007.01065.x}, volume = {78}, year = {2007} }

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TY - JOUR ID - citeulike:1470287 L3 - citeulike-article-id:1470287 TI - Children With Autism Illuminate the Role of Social Intention in Word Learning JF - Child Development VL - 78 IS - 4 SP - 1265 EP - 1287 N2 - To what extent do children with autism (AD) versus typically developing children (TD) rely on attentional and intentional cues to learn words? Four experiments compared 17 AD children (M age = 5.08 years) with 17 language- and 17 mental-age-matched TD children (M ages = 2.57 and 3.12 years, respectively) on nonverbal enactment and word-learning tasks. Results revealed variability in all groups, but particularly within the AD group. Performance on intention tasks was the most powerful predictor of vocabulary in the AD group but not in the TD groups. These findings suggest that word learning cannot be explained exclusively by either attentional or intentional processes, and they provide evidence of a special role for intentional understanding in the vocabulary development of AD children. KW - autism KW - word-learning AU - Parish-Morris, Julia AU - Hennon, Elizabeth AU - Hirsh-Pasek, Kathy AU - Golinkoff, Roberta AU - Tager-Flusberg, Helen PY - 2007/// UR - http://www.blackwell-synergy.com/doi/abs/10.1111/j.1467-8624.2007.01065.x ER -

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