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Exemplar Variability and Cross-Situational Word Learning in Young Autistic Children
Exemplar Variability and Cross-Situational Word Learning in Young Autistic Children
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151458
- ISBN
- 9798382591407
- DDC
- 136
- 서명/저자
- Exemplar Variability and Cross-Situational Word Learning in Young Autistic Children
- 발행사항
- [Sl] : The University of Wisconsin - Madison, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 194 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-11, Section: B.
- 주기사항
- Advisor: Ellis Weismer, Susan.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2024.
- 초록/해제
- 요약What cognitive mechanisms allow young autistic children to learn words amidst the complexity of natural language environments? This dissertation sought to inform this question by investigating the ability of 2- to 4-year-old autistic children and neurotypical (NT) peers to learn words by tracking statistical co-occurrences between labels and referents across multiple contexts (i.e., cross-situational learning (CSL). While previous CSL studies examined children's ability to map each novel word to a single object, in natural environments children must track the co-occurrences between novel words and the many objects to which that word may refer. Thus, to elucidate the extent to which autistic children can harness cross-situational statistics to learn words referring to perceptually variable objects, I also administered a CSL task that included three exemplars varying in color for each novel word. I further examined whether explicit naming would improve word learning from variable exemplars. Finally, I investigated child characteristics predictive of individual differences in word learning across these conditions among autistic children. Analyses revealed that while autistic children did not show evidence of learning in the basic CSL task, they did demonstrate learning in the CSL task with exemplar variability. Further, they outperformed younger NT children on the task when nonverbal cognition was covaried. Explicit naming of variable exemplars did not improve performance for the autistic children and improved performance in the NT children to a greater extent compared to autistic children. Individual differences analyses revealed receptive language was associated with autistic children's performance in the basic CSL task and chronological age was associated with performance when variable exemplars were explicitly named. In sum, results indicated that preschool-age autistic children as a group could successfully use cross-situational statistics to learn words with (but not without) exemplar variability, and that learning was not improved by explicit naming. However, within-group variability in word learning was evident across tasks, explained in part by individual differences in receptive language and chronological age. More research will be needed to fully understand the mechanisms underlying this surprising pattern of findings, which might include the extent to which visual attention is directed by the perceptual salience of stimuli. While preliminary, these findings may inform future research, clinical practice, and environmental accommodations tailored to the individual strengths and needs of young autistic children.
- 일반주제명
- Developmental psychology
- 일반주제명
- Disability studies
- 일반주제명
- Neurosciences
- 일반주제명
- Clinical psychology
- 키워드
- Autism
- 키워드
- Word learning
- 키워드
- Neurotypical
- 키워드
- CSL studies
- 기타저자
- The University of Wisconsin - Madison Communicative Disorders
- 기본자료저록
- Dissertations Abstracts International. 85-11B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798382591407
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■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a136
■1001 ▼aPrescott, Kathryn E.
■24510▼aExemplar Variability and Cross-Situational Word Learning in Young Autistic Children
■260 ▼a[Sl]▼bThe University of Wisconsin - Madison▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a194 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-11, Section: B.
■500 ▼aAdvisor: Ellis Weismer, Susan.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2024.
■520 ▼aWhat cognitive mechanisms allow young autistic children to learn words amidst the complexity of natural language environments? This dissertation sought to inform this question by investigating the ability of 2- to 4-year-old autistic children and neurotypical (NT) peers to learn words by tracking statistical co-occurrences between labels and referents across multiple contexts (i.e., cross-situational learning (CSL). While previous CSL studies examined children's ability to map each novel word to a single object, in natural environments children must track the co-occurrences between novel words and the many objects to which that word may refer. Thus, to elucidate the extent to which autistic children can harness cross-situational statistics to learn words referring to perceptually variable objects, I also administered a CSL task that included three exemplars varying in color for each novel word. I further examined whether explicit naming would improve word learning from variable exemplars. Finally, I investigated child characteristics predictive of individual differences in word learning across these conditions among autistic children. Analyses revealed that while autistic children did not show evidence of learning in the basic CSL task, they did demonstrate learning in the CSL task with exemplar variability. Further, they outperformed younger NT children on the task when nonverbal cognition was covaried. Explicit naming of variable exemplars did not improve performance for the autistic children and improved performance in the NT children to a greater extent compared to autistic children. Individual differences analyses revealed receptive language was associated with autistic children's performance in the basic CSL task and chronological age was associated with performance when variable exemplars were explicitly named. In sum, results indicated that preschool-age autistic children as a group could successfully use cross-situational statistics to learn words with (but not without) exemplar variability, and that learning was not improved by explicit naming. However, within-group variability in word learning was evident across tasks, explained in part by individual differences in receptive language and chronological age. More research will be needed to fully understand the mechanisms underlying this surprising pattern of findings, which might include the extent to which visual attention is directed by the perceptual salience of stimuli. While preliminary, these findings may inform future research, clinical practice, and environmental accommodations tailored to the individual strengths and needs of young autistic children.
■590 ▼aSchool code: 0262.
■650 4▼aDevelopmental psychology
■650 4▼aDisability studies
■650 4▼aNeurosciences
■650 4▼aClinical psychology
■653 ▼aAutism
■653 ▼aLanguage development
■653 ▼aWord learning
■653 ▼aNeurotypical
■653 ▼aCSL studies
■690 ▼a0620
■690 ▼a0201
■690 ▼a0317
■690 ▼a0622
■71020▼aThe University of Wisconsin - Madison▼bCommunicative Disorders.
■7730 ▼tDissertations Abstracts International▼g85-11B.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17161891▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
