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Prediction and Word Learning in Young Autistic Children
Prediction and Word Learning in Young Autistic Children
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152131
- ISBN
- 9798383228289
- DDC
- 616.8
- 서명/저자
- Prediction and Word Learning in Young Autistic Children
- 발행사항
- [Sl] : The University of Wisconsin - Madison, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 161 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-01, Section: B.
- 주기사항
- Advisor: Ellis Weismer, Susan.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2024.
- 초록/해제
- 요약The present dissertation tested prediction-based theories of autism spectrum disorder (ASD) in a word learning context. The predictive impairment in autism hypothesis has shown promise for explaining some phenotypic characteristics of ASD. The utility of this theoretical framework for explaining difficulty with language learning, however, remains largely unclear. Given that children learn words in their natural, often unpredictable environments, difficulty tracking unpredictable stimuli might have profound impacts on word learning. The present set of studies examined how difficulties aggregating unpredictable input might impact novel word learning in ASD. Thirty autistic and 31 non-autistic, younger, cognitive-ability-matched children participated in three eyegaze word learning tasks. Four novel words were taught, two with the same adjective at every exposure (predictable condition) and two with varied adjectives (unpredictable condition). In Study 1, we tested children's ability to anticipate the upcoming novel noun based on a preceding adjective and learn the label-object pairings. In Study 2a, we tested their ability to retain the words after a five-minute delay. In Study 2b, we tested children's generalization of the novel labels to shape-matched objects. Findings from Study 1 suggest that both groups were able to learn novel words taught in both predictable and unpredictable sentence contexts. However, groups differed significantly in their ability to predict upcoming novel words based on predictable adjectives. Autistic children looked significantly more to target during the anticipation window in the predictable condition, whereas the NT group did not show a significant difference in anticipation between the two conditions. Findings from Study 2a indicated that autistic children were able to retain the words above chance levels in the predictable condition, but not the unpredictable condition, whereas NT children did not demonstrate retention above chance in either condition. Study 2b revealed that children in both groups demonstrated generalization above chance levels in the predictable, but not the unpredictable condition. Individual differences related to performance on the aforementioned tasks were examined in Study 3. Overall, this work lends moderate support to prediction-based theories of ASD. This work also suggests that predictable sentence contexts may support autistic children's ability to learn, retain, and generalize new words.
- 일반주제명
- Speech therapy
- 일반주제명
- Psychology
- 일반주제명
- Educational psychology
- 일반주제명
- Communication
- 키워드
- Attention
- 키워드
- Memory
- 기타저자
- The University of Wisconsin - Madison Communicative Disorders
- 기본자료저록
- Dissertations Abstracts International. 86-01B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211152131
■006m o d
■007cr#unu||||||||
■020 ▼a9798383228289
■035 ▼a(MiAaPQ)AAI31483373
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a616.8
■1001 ▼aMathee-Scott, Janine.
■24510▼aPrediction and Word Learning in Young Autistic Children
■260 ▼a[Sl]▼bThe University of Wisconsin - Madison▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a161 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-01, Section: B.
■500 ▼aAdvisor: Ellis Weismer, Susan.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2024.
■520 ▼aThe present dissertation tested prediction-based theories of autism spectrum disorder (ASD) in a word learning context. The predictive impairment in autism hypothesis has shown promise for explaining some phenotypic characteristics of ASD. The utility of this theoretical framework for explaining difficulty with language learning, however, remains largely unclear. Given that children learn words in their natural, often unpredictable environments, difficulty tracking unpredictable stimuli might have profound impacts on word learning. The present set of studies examined how difficulties aggregating unpredictable input might impact novel word learning in ASD. Thirty autistic and 31 non-autistic, younger, cognitive-ability-matched children participated in three eyegaze word learning tasks. Four novel words were taught, two with the same adjective at every exposure (predictable condition) and two with varied adjectives (unpredictable condition). In Study 1, we tested children's ability to anticipate the upcoming novel noun based on a preceding adjective and learn the label-object pairings. In Study 2a, we tested their ability to retain the words after a five-minute delay. In Study 2b, we tested children's generalization of the novel labels to shape-matched objects. Findings from Study 1 suggest that both groups were able to learn novel words taught in both predictable and unpredictable sentence contexts. However, groups differed significantly in their ability to predict upcoming novel words based on predictable adjectives. Autistic children looked significantly more to target during the anticipation window in the predictable condition, whereas the NT group did not show a significant difference in anticipation between the two conditions. Findings from Study 2a indicated that autistic children were able to retain the words above chance levels in the predictable condition, but not the unpredictable condition, whereas NT children did not demonstrate retention above chance in either condition. Study 2b revealed that children in both groups demonstrated generalization above chance levels in the predictable, but not the unpredictable condition. Individual differences related to performance on the aforementioned tasks were examined in Study 3. Overall, this work lends moderate support to prediction-based theories of ASD. This work also suggests that predictable sentence contexts may support autistic children's ability to learn, retain, and generalize new words.
■590 ▼aSchool code: 0262.
■650 4▼aSpeech therapy
■650 4▼aPsychology
■650 4▼aEducational psychology
■650 4▼aCommunication
■653 ▼aAttention
■653 ▼aAutism spectrum disorder
■653 ▼aChild development
■653 ▼aLanguage development
■653 ▼aMemory
■690 ▼a0460
■690 ▼a0621
■690 ▼a0525
■690 ▼a0459
■71020▼aThe University of Wisconsin - Madison▼bCommunicative Disorders.
■7730 ▼tDissertations Abstracts International▼g86-01B.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17163072▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
