Attentional Learning Helps Language Acquisition Take Shape for Atypically Developing Children, Not Just Children with Autism Spectrum Disorders
Attentional Learning Helps Language Acquisition Take Shape for Atypically Developing Children, Not Just Children with Autism Spectrum Disorders
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DOI：
10.1007/s10803-015-2401-1
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发表时间：
2016-10-01
影响因子：
3.9
通讯作者：
Lewis, Charlie
中科院分区：
文献类型：
--
作者：
Field, Charlotte;Allen, Melissa L.;Lewis, Charlie
形状偏见——将标签概括为形状相同的物体——与注意学习或参照意图有关。我们在典型发育（TD）、自闭症谱系障碍（ASD）和其他发育障碍（DD）儿童中探索这些起源。在两种情况下，一个新物体被呈现出来，并被命名或描述。孩子们从形状、颜色或纹理匹配中选择另一个。在两种情况下，TD儿童都选择形状匹配，DD儿童和“高语言心理年龄”（VMA）的ASD儿童（语言年龄bb0 4.6）在名称条件下选择形状匹配，而“低语言心理年龄”的ASD儿童则没有表现出启发式。因此，形状偏差产生于非典型发育儿童的注意学习，而在ASD中被延迟。
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.