BIROn - Birkbeck Institutional Research Online

Failure to learn from feedback underlies word learning difficulties in toddlers at risk for autism

Bedford, Rachael and Gliga, Teodora and Frame, K. and Hudry, K. and Chandler, S. and Johnson, Mark H. and Charman, T. (2012) Failure to learn from feedback underlies word learning difficulties in toddlers at risk for autism. Journal of Child Language 40 (S01), pp. 29-46. ISSN 0305-0009.

[img]
Preview
Text
4665.pdf - Accepted Version

Download (568Kb) | Preview
Official URL: http://dx.doi.org/10.1017/S0305000912000086

Abstract

Children’s assignment of novel words to nameless objects, over objects whose names they know (mutual exclusivity; ME) has been described as a driving force for vocabulary acquisition. Despite their ability to use ME to fast-map words (Preissler & Carey, 2005), children with autism show impaired language acquisition. We aimed to address this puzzle by building on studies showing that correct referent selection using ME does not lead to word learning unless ostensive feedback is provided on the child’s object choice (Horst & Samuelson, 2008). We found that although toddlers aged 2;0 at risk for autism can use ME to choose the correct referent of a word, they do not benefit from feedback for long-term retention of the word–object mapping. Further, their difficulty using feedback is associated with their smaller receptive vocabularies. We propose that difficulties learning from social feedback, not lexical principles, limits vocabulary building during development in children at risk for autism.

Item Type: Article
School or Research Centre: Birkbeck Schools and Research Centres > School of Science > Psychological Sciences
Depositing User: Administrator
Date Deposited: 23 Mar 2012 11:13
Last Modified: 17 Apr 2013 12:33
URI: http://eprints.bbk.ac.uk/id/eprint/4665

Archive Staff Only (login required)

Edit/View Item Edit/View Item