The Shape Bias in Children With Autism Spectrum Disorder: Potential Sources of Individual Differences
The Shape Bias in Children With Autism Spectrum Disorder: Potential Sources of Individual Differences
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DOI：
10.1044/2018_jslhr-l-rsaut-18-0027
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发表时间：
2018-11-01
影响因子：
2.6
通讯作者：
Naigles, Letitia R.
中科院分区：
文献类型：
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作者：
Abdelaziz, Ahmed;Kover, Sara T.;Naigles, Letitia R.
目的：自闭症谱系障碍（ASD）儿童表现出许多词汇习得机制，支持语言的典型发展;然而，一个值得注意的例外是形状偏见。本研究采用Potrzeba，Fein，and Naigles（2015）的数据集，对33名典型发展阶段的儿童的形状偏向表现进行了分析，并从注意和概念两个角度探讨了形状偏向的个体差异（M = 20个月; SD = 1.6），15名ASD儿童具有高语言能力（M = 33个月; SD = 4.6），14名ASD儿童具有低语言能力（M = 33个月; SD = 6.6）。词汇预测因子（来自MacArthurBates沟通发展量表的形状侧名词百分比; Fenson等人，结果：在控制初始语言和发展水平的情况下，低言语型ASD组儿童的联合注意启动（正向）和被动注意启动（负向）可预测随后的形状偏差表现。儿童的已知名词的比例与形状定义的属性呈负相关的形状偏差性能在高口头ASD组，但没有达到显着的回归models.Conclusions：这些研究结果表明，没有一个帐户充分解释观察到的个体差异，在ASD儿童的形状偏差性能。尽管如此，这些发现在强调社会交际互动作为理解特定语言结果的组成部分的作用方面开辟了新的天地（即，的形状偏见）在自闭症儿童，特别是那些与低语言能力，并指出新的假设，这些互动的语言内容。
Purpose: Children with autism spectrum disorder (ASD) demonstrate many mechanisms of lexical acquisition that support language in typical development; however, 1 notable exception is the shape bias. The bases of these children's difficulties with the shape bias are not well understood, and the current study explored potential sources of individual differences from the perspectives of both attentional and conceptual accounts of the shape bias.Method: Shape bias performance from the dataset of Potrzeba, Fein, and Naigles (2015) was analyzed, including 33 children with typical development (M = 20 months; SD = 1.6), 15 children with ASD with high verbal abilities (M = 33 months; SD = 4.6), and 14 children with ASD with low verbal abilities (M = 33 months; SD = 6.6). Lexical predictors (shape-side noun percentage from the MacArthurBates Communicative Development Inventory; Fenson et al., 2007) and social-pragmatic predictors (joint attention duration during play sessions) were considered as predictors of subsequent shape bias performance.Results: For children in the low verbal ASD group, initiation of joint attention (positively) and passive attention (negatively) predicted subsequent shape bias performance, controlling for initial language and developmental level. Proportion of child's known nouns with shape-defined properties correlated negatively with shape bias performance in the high verbal ASD group but did not reach significance in regression models.Conclusions: These findings suggest that no single account sufficiently explains the observed individual differences in shape bias performance in children with ASD. Nonetheless, these findings break new ground in highlighting the role of social communicative interactions as integral to understanding specific language outcomes (i.e., the shape bias) in children with ASD, especially those with low verbal abilities, and point to new hypotheses concerning the linguistic content of these interactions.