Effect of Speaker Gaze on Word Learning in Fragile X Syndrome: A Comparison With Nonsyndromic Autism Spectrum Disorder
Effect of Speaker Gaze on Word Learning in Fragile X Syndrome: A Comparison With Nonsyndromic Autism Spectrum Disorder
复制标题
DOI：
10.1044/2015_jslhr-l-14-0136
复制
发表时间：
2015-04-01
影响因子：
2.6
通讯作者：
Abbeduto, Leonard
中科院分区：
文献类型：
--
作者：
Benjamin, David P.;McDuffie, Andrea S.;Abbeduto, Leonard
目的：本研究探讨了使用扬声器的方向的凝视在单词学习的男孩与脆性X综合征（FXS），男孩与非综合征自闭症谱系障碍（ASD），和典型的发展中（TD）boys.Method：一个快速映射任务与后续的和不一致的标签条件进行了管理。我们预计，使用扬声器凝视将导致参与者选择的对象，他们参加了后续的试验和对象，其中考官参加了不一致的标签试验的新标签的所指。参加者是学龄期男孩FXS（n = 18）或ASD（n = 18）匹配的年龄，智商，和非语言认知和年轻TD男孩（n = 18）匹配的非语言cognition.Results：所有组进行以上的机会，在这两种情况下，虽然TD男孩进行最接近预期的模式。FXS男孩在随访期间的表现优于不一致标签试验，而TD男孩和ASD男孩在两种试验类型中表现同样好。首先给予的试验类型影响随后的反应。错误模式也区分groups.Conclusion：利用扬声器的凝视在单词学习的能力是不发达的男孩与FXS或非综合征ASD TD男孩的相同的发展水平。
Purpose: This study examined use of a speaker's direction of gaze during word learning by boys with fragile X syndrome (FXS), boys with nonsyndromic autism spectrum disorder (ASD), and typically developing (TD) boys.Method: A fast-mapping task with follow-in and discrepant labeling conditions was administered. We expected that the use of speaker gaze would lead to participants selecting as the referent of the novel label the object to which they attended in follow-in trials and the object to which the examiner attended in the discrepant labeling trials. Participants were school-aged boys with FXS (n = 18) or ASD (n = 18) matched on age, intelligence quotient, and nonverbal cognition and younger TD boys (n = 18) matched on nonverbal cognition.Results: All groups performed above chance in both conditions, although the TD boys performed closest to the expected pattern. Boys with FXS performed better during follow-in than in discrepant label trials, whereas TD boys and boys with ASD did equally well in both trial types. The type of trial administered first influenced subsequent responding. Error patterns also distinguished the groups.Conclusion: The ability to utilize a speaker's gaze during word learning is not as well developed in boys with FXS or nonsyndromic ASD as in TD boys of the same developmental level.