Children With Autism Illuminate the Role of Social Intention in Word Learning. Parish-Morris, J., Hennon, E. A., Hirsh-Pasek, K., Golinkoff, R. M., & Tager-Flusberg, H. Child Development, 78(4):1265–1287, 2007. doi abstract bibtex 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{Parish-Morris2007,
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.},
added-at = {2011-03-27T17:20:41.000+0200},
author = {Parish-Morris, Julia and Hennon, Elizabeth A. and Hirsh-Pasek, Kathy and Golinkoff, Roberta M. and Tager-Flusberg, Helen},
biburl = {https://www.bibsonomy.org/bibtex/2df75e7d8b695042ad9a52d2cdb87b8b4/yevb0},
doi = {http://dx.doi.org/10.1111/j.1467-8624.2007.01065.x},
interhash = {c3b0109977132fe4218b33bb20902b7d},
intrahash = {df75e7d8b695042ad9a52d2cdb87b8b4},
journal = {Child Development},
keywords = {acquisition,autism,development,language,theoryofmind},
mendeley-tags = {acquisition,autism,development,language,theoryofmind},
number = 4,
pages = {1265--1287},
timestamp = {2011-03-27T17:21:03.000+0200},
title = {Children With Autism Illuminate the Role of Social Intention in Word
Learning},
type = {Journal article},
volume = 78,
year = 2007
}
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