Learning new words from overhearing in children with ASD

自闭症儿童从无意​​中听到的新单词

• 批准号: 9887690
• 负责人: Sudha Arunachalam
• 金额: $ 34.44万
• 依托单位: NEW YORK UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-01-01 至 2024-12-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9887690
• 关键词: 5 year old; Address; Adult; Age; Attention; Behavior; Characteristics; Child; Child Language; Clinical Research; Control Groups; Development; Educational process of instructing; Foundations; Hour; Ice; Individual; Instruction; Intervention; Investigation; Knowledge; Label; Language; Language Delays; Language Development; Language Disorders; Learning; Light; Linguistics; Link; Measures; Nursery Schools; Outcome; Pattern; Performance; Play; Population; Procedures; Research; Role; Sampling; Severities; Social Interaction; Testing; Videoconferencing; Vocabulary; Work; autism spectrum disorder; autistic children; base; experimental study; innovation; joint attention; language impairment; novel; outcome prediction; pressure; skills; social; social communication; social communication impairment; social skills; success; successful intervention; therapy design; visual tracking; word learning

PROJECT SUMMARY/ABSTRACT Most children with autism spectrum disorder (ASD) also have below-age vocabulary knowledge. These deficits are linked to their poor social communication skills. Vocabulary knowledge in the preschool years is a powerful predictor of outcomes. It is therefore crucial to understand how preschoolers with ASD can acquire new vocabulary. In the current proposal, we study how preschoolers with ASD and typically-developing (TD) children learn vocabulary in situations that place minimal demands on social communication skills to see if these can provide an alternate avenue for vocabulary instruction. Specifically, we study whether children can learn new words in overhearing contexts in which they are not directly addressed, but instead are witnesses to a conversation between two adults, one of whom introduces a new word to the other. Prior work has shown that TD children can learn new words in such situations, and there is preliminary evidence from the PI’s; work that children with ASD can as well. We also examine whether children can learn from these interactions when they take place on video, and whether they can acquire verbs and pronouns as well as nouns from these interactions. This research will shed light on the mechanisms underlying language learning in ASD and in TD and will support the development of effective language interventions.

项目概要/摘要 大多数患有自闭症谱系障碍 (ASD) 的儿童也有低于年龄的词汇知识，这些缺陷与他们在学龄前时期的社交沟通能力较差有关，因此了解学龄前儿童如何患有自闭症谱系障碍 (ASD) 至关重要。在当前的提案中，我们研究了患有 ASD 的学龄前儿童和典型发育 (TD) 儿童如何在对社交沟通技能要求最低的情况下学习词汇，看看这些是否可以提供词汇教学的替代途径。 我们研究孩子们是否可以在无意中学习新单词，在这种情况下，他们不是直接说话的，而是见证两个成年人之间的对话，其中一个人向另一个人介绍一个特定的新单词。之前的研究表明，TD 儿童可以。在这种情况下学习新单词，PI 的研究表明，患有自闭症谱系障碍的儿童也可以从这些互动中学习，以及他们是否可以习得动词和代词。也这些相互作用中的名词。 这项研究将揭示 ASD 和 TD 语言学习的潜在机制，并将支持有效语言干预措施的发展。