Associative learning of pictures and words by low-functioning children with autism
Associative learning of pictures and words by low-functioning children with autism
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DOI：
10.1177/1362361307088753
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发表时间：
2008-05-01
期刊：
影响因子：
5.2
通讯作者：
Preissler, Melissa Allen
中科院分区：
文献类型：
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作者：
Preissler, Melissa Allen
这项研究调查了自闭症儿童是否将图片、单词和物体关系作为联想对学习，或者他们是否将这种关系理解为参照关系。在实验1中，孩子们被反复教给一个新单词(例如“搅拌”)和一幅新奇的图片配对。当给出一张图片和一个以前从未见过的真实的搅拌器，并要求他们指出一个搅拌器时，自闭症儿童不同于通常在接受语言上匹配的同龄人，他们将单词与图片联系在一起，而不是物体。随后的实验分别证实，选择图片的偏见和持之以恒的反应都不能解释这些结果。综上所述，这些结果表明，有认知障碍的自闭症儿童正在通过联想机制学习图片-单词和图片-物体关系，并难以理解图片的象征性质。
This research investigates whether children with autism learn picture, word and object relations as associative pairs or whether they understand such relations as referential. In Experiment 1, children were taught a new word (e.g. 'whisk') repeatedly paired with a novel picture. When given the picture and a previously unseen real whisk and asked to indicate a whisk, children with autism, unlike typically developing peers matched on receptive language, associated the word with the picture rather than the object. Subsequent experiments respectively confirmed that neither a bias for selecting pictures nor perseverative responding accounted for these results. Taken together, these results suggest that children with autism with cognitive difficulties are learning picture-word and picture-object relations via an associative mechanism and have difficulty understanding the symbolic nature of pictures.