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作者 Goldman, Melody R
書名 The abilities and differential difficulties of children with Autism Spectrum Disorder and children with Specific Language Impairment to use semantic and social contexts to infer and recall novel words
國際標準書號 9781124064796
book jacket
說明 91 p
附註 Source: Dissertation Abstracts International, Volume: 71-07, Section: B, page: 4512
Adviser: Laraine McDonough
Thesis (Ph.D.)--City University of New York, 2010
Two studies assessed the ability of 12 pre-school children with Autism Spectrum Disorder (ASD; N = 7) or Specific Language Impairment (SLI; N = 5) to use semantic context and eye gaze to infer the meanings of novel nouns, and to recall those meanings after a 24-hour delay. In Experiment 1, the children heard statements containing a familiar, transitive verb and a novel noun (e.g., "Daddy eats the artichoke"). Children were asked to point to the picture of the correct referent which was presented with 3 other novel items. On day 2, they were asked to point out the correct novel referents (e.g., "Show me the artichoke") that were now rearranged in different displays and were requested without reference to the previous semantic context. In Experiment 2, the children saw a representation of a face with eyes oriented to one of 4 items, each located in a different quadrant around the face. Children were asked about the cartoon face's desires based on the social cues provided by the eye gaze (e.g., "Sully makes the bouquet. Show me the bouquet"). On Day 2, the children were asked to point to the previously labeled items that were arranged in a new display without reference to the previous social context. All participants performed better using semantic context than eye gaze, but the children with ASD had greater difficulty with eye gaze than those with SLI. Recommendations for future training and intervention based on the results of both experiments are provided
School code: 0046
Host Item Dissertation Abstracts International 71-07B
主題 Language, Linguistics
Psychology, Developmental
Psychology, Cognitive
Alt Author City University of New York. Psychology
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