Attentional Learning Helps Language Acquisition Take Shape for Atypically Developing Children, Not Just Children with Autism Spectrum Disorders.
The shape bias-generalising labels to same shaped objects-has been linked to attentional learning or referential intent. We explore these origins in children with typical development (TD), autism spectrum disorders (ASD) and other developmental disorders (DD). In two conditions, a novel object was presented and either named or described. Children selected another from a shape, colour or texture match. TD children choose the shape match in both conditions, children with DD and 'high-verbal mental age' (VMA) children with ASD (language age > 4.6) did so in the name condition and 'low-VMA' children with ASD never showed the heuristic. Thus, the shape bias arises from attentional learning in atypically developing children and is delayed in ASD.
Department of Psychology, Fylde College, Lancaster University, Lancaster, LA1 4YF, UK. c.field2@lancaster.ac.uk.
Charlotte
C
Field
Department of Psychology, Fylde College, Lancaster University, Lancaster, LA1 4YF, UK.
Melissa L
ML
Allen
Department of Psychology, Fylde College, Lancaster University, Lancaster, LA1 4YF, UK.
Charlie
C
Lewis
D001288:Attention / Q000502:physiology*; D000067877:Autism Spectrum Disorder / Q000175:diagnosis / Q000628:therapy*; D002648:Child; D002657:Child Development / Q000502:physiology; D002659:Child Development Disorders, Pervasive / Q000175:diagnosis / Q000628:therapy; D002658:Developmental Disabilities / Q000175:diagnosis / Q000628:therapy*; D005260:Female; D006801:Humans; D007360:Intelligence / Q000502:physiology; D007804:Language Development; D007807:Language Tests; D007858:Learning / Q000502:physiology*; D008297:Male
Attentional-learning-account; Autism spectrum disorders; Delay versus deviance; Shape bias; Shape-as-cue; Word learning