| Publication year: 2010
Source: Neuropsychologia, In Press, Accepted Manuscript, Available online 15 October 2010
Courtenay Frazier, Norbury , Helen, Griffiths , Kate, Nation
Successful word learning depends on the integration of phonological and semantic information with social cues provided by interlocutors. How then, do children with autism spectrum disorders (ASD) learn new words when social impairments pervade? We recorded the eye-movements of verbally-able children with ASD and their typical peers while completing a word learning task in a social context. We assessed learning of semantic and phonological features immediately after learning and again four weeks later. Eye-movement data revealed that both groups could follow social cues, but that typically developing children were more sensitive to the social informativeness of gaze cues. In contrast,... |
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