Do children with ASD use referential gaze to learn the name of an object? An eye-tracking study
Do children with ASD use referential gaze to learn the name of an object? An eye-tracking study
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DOI：
10.1016/j.rasd.2011.01.013
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发表时间：
2011-07-01
影响因子：
2.5
通讯作者：
Hasegawa, Toshikazu
中科院分区：
文献类型：
--
作者：
Akechi, Hironori;Senju, Atsushi;Hasegawa, Toshikazu
据报道，自闭症谱系障碍（ASD）儿童在学习新的词-物联想方面存在困难，当说话者的焦点和他们的焦点中的物体不一致时（不一致情况）。两个眼球追踪实验通过控制和记录儿童的注视来研究这一困难。在实验Vs差异条件下，正常发育（TD）儿童（6-11岁）比ASD儿童（6-11岁）更频繁地将新单词映射到说话者关注的新物体上。此外，前者看说话人焦点中的物体的时间比他们自己焦点中的物体的时间长，而后者看说话人焦点中的物体的时间相同。在实验2中，说话者焦点中物体的显著性增强，自闭症儿童（6-12岁）和自闭症儿童（6-12岁）将单词映射到说话者焦点中的物体上。此外，他们看说话人焦点中的物体的时间比看自己焦点中的物体的时间长。实验之间的比较也证实了表现的改善，这表明说话者注视物体的持续时间与ASD儿童参考词汇学习的困难有关。(C) 2011 Elsevier Ltd.版权所有。
Children with autism spectrum disorder (ASD) are reported to have difficulty in learning novel word-object associations in case of discrepancy between objects in the speaker's focus and their focus (the discrepant condition). Two eye-tracking experiments investigated this difficulty by controlling and recording children's gaze fixation. In Experiment Vs discrepant condition, typically developing (TD) children (age: 6-11 years) mapped the novel word to the novel object in the speaker's focus more frequently than children with ASD (age: 6-11 years). Additionally, the former looked at the object in the speaker's focus longer than the object in their own focus, while the latter looked at these objects for the same duration. In Experiment 2, the saliency of the object in the speaker's focus was enhanced and children with ASD (age: 6-12 years) mapped the word to the object in the speaker's focus as well as TD children (age: 6-12 years). Moreover, they looked at the object in the speaker's focus longer than the object in their focus. Comparison between experiments also confirmed improvement in performance, suggesting that the duration of gaze at an object in the speaker's focus is related to difficulty in referential word learning in children with ASD. (C) 2011 Elsevier Ltd. All rights reserved.