Fast-mapping in young children with autism spectrum disorders

First Language

Volumn 26, Issue 4, 2006, Pages 421-438

  McDuffie, Andrea ^a,d   Yoder, Paul ^b   Stone, Wendy ^c  

^a UNIVERSITY OF WISCONSIN   (United States)

^b VANDERBILT UNIVERSITY   (United States)

^c MONROE CARELL JR CHILDREN S HOSPITAL AT VANDERBILT   (United States)

^d INDIANA UNIVERSITY   (United States)

Author keywords

Attention following; Comprehension; Language development; Vocabulary acquisition; Word learning

Indexed keywords

EID: 43249165768     PISSN: 01427237     EISSN: 17402344     Source Type: Journal    
DOI: 10.1177/0142723706067438     Document Type: Article

References (52)

1. Akhtar, N. & Tomasello, M. (1996). Twenty four month old children learn words for absent objects and actions. British Journal of Developmental Psychology, 14, 79-93.
2. Akhtar, N. & Tomasello, M. (2000). The social nature of words and word learning. In R. Golinkoff & K. Hirsh-Pasek (Eds), Becoming a word learner: A debate on lexical acquisition (pp. 115-135). Oxford: Oxford University Press.
3. APA = American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: APA.
4. Baldwin, D. (1991). Infants' contribution to the achievement of joint reference. Child Development, 62, 875-890.
5. Baldwin, D. (1993a). Early referential understanding: Young children's ability to recognize referential acts for what they are. Developmental Psychology, 29, 1-12.
6. Baldwin, D. (1993b). Infant's ability to consult the speaker for clues to word reference. Journal of Child Language, 2, 395-418.
7. Baldwin, D. (1995). Understanding the link between joint attention and language acquisition. In C. Moore & P. Dunham (Eds), Joint attention: Its origins and role in development (pp. 131-158). Hillsdale, NJ: Erlbaum.
8. Baldwin, D. & Markman, E. (1996). Infants' reliance on a social criterion for establishing word-object relations. Child Development, 67, 3135-3153.
9. Baldwin, D. & Tomasello, M. (1998). Word learning: A window on early pragmatic understanding. In E. Clark (Ed.), The Proceedings of the Twenty-Ninth Annual Child Language Research Forum, Vol. 7 (pp. 3-23). Chicago: Center for the Study of Language and Information.
10. Baron, R. & Kenny, D. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personal and Social Psychological Research, 57, 1173-1182.
11. Baron-Cohen, S. (1989). Joint attention deficits in autism: Toward a cognitive analysis. Development and Psychopathology 1, 185-189.
12. Baron-Cohen, S., Baldwin, D. & Crowson, M. (1997). Do children with autism use the speaker's direction of gaze strategy to crack the code of language? Child Development, 68, 48-57.
13. Baron-Cohen, S., Cox, A., Baird, G., Swettenham, J., Nightingale, N., Morgan, K., et al. (1996). Psychological markers in the detection of autism in infancy in a large population. British Journal of Psychiatry, 168, 158-163.
14. Carey, S. & Bartlett, E. (1978). Acquiring a single new word. Papers and Reports on Child Language Development, 15, 17-29.
15. Carpenter, M., Nagell, K. & Tomasello, M. (1998). Social cognition, joint attention and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63 (4, Serial No. 255).
16. Carpenter, M., Pennington, B. & Rogers, S. (2002). Interrelations among social cognitive skills in young children with autism. Journal of Autism and Developmental Disorders, 32, 91-106.
17. Chapman, R., Sindberg, H., Bridge, C., Gigstead, K. & Hesketh, L. (2006, in press). Effect of memory support and elicited production on fast-mapping of new words by adolescents with Down syndrome. Journal of Speech, Language, & Hearing Research.
18. Charman, T., Baron-Cohen, S., Swettenham, J., Baird, G., Drew, A. & Cox, A. (2003). Predicting language outcome in infants with autism and pervasive developmental disorder. International Journal of Language and Communication Disorders, 38, 265-285.
19. DeMyer, M., Barton, S., DeMyer, W., Norton, J., Allen, J. & Steele, R . (1973). Prognosis in autism: A follow-up study. Journal of Autism and Childhood Schizophrenia, 3(3), 199-246.
20. Fenson, L., Dale, P., Reznick J., Bates, E., Thai, D. & Pethick, S. (1994). Variability in early communicative development. Monographs of the Society for Research in Child Development, 59 (5, Serial No. 242).
21. Gillberg, C. (1991). Outcome in autism and autistic-like conditions. Journal of the American Academy of Child and Adolescent Psychiatry, 30, 375-382.
22. Harris, M., Jones, D. & Grant, J. (1983). The nonverbal context of mothers' speech to infants. First Language, 4, 21-30.
23. Hollich, G., Hirsh-Pasek, K. & Golinkoff, R. (2000). Breaking the language barrier: An emergentist coalition model for the origins of word learning. Monographs of the Society for Research in Child Development, 65 (3, Serial No. 262).
24. Howlin, P., Mawhood, L. & Rutter, M. (2000). Autism and developmental receptive language disorder - a follow-up comparison in early adult life: Social, behavioral, and psychiatric outcomes. Journal of Child Psychology and Psychiatry, 41, 561-578.
25. Kobayashi, R., Murata, T. & Yoshinaga, K. (1992). A follow-up study of 201 children with autism in Kyushu and Yamaguchi areas, Japan. Journal of Autism and Developmental Disorders, 22(3), 395-411.
26. Leekam, S., Baron-Cohen, S., Perrett, D. Milders, M. & Brown, S. (1997). Eye direction detection: A dissociation between geometric and joint attention skills in autism. British Journal of Developmental Psychology, 15, 77-95.
27. Leekam, S., Hunnisett, E. & Moore, C. (1998). Targets and cues: Gaze following in children with autism. Journal of Child Psychology and Psychiatry, 39, 951-962.
28. Liss, M., Harel, B., Fein, D., Allen, D., Dunn M., Feinstein, C., et al. (2001). Predictors and correlates of adaptive functioning in children with developmental disorders. Journal of Autism and Developmental Disorders, 31, 219-230.
29. Lord, C., Rutter, M., DiLavore, P. & Risi, S. (1999). Autism Diagnostic Observation Schedule - Generic. Los Angeles, CA: Western Psychological Services.
30. Mitchell, S. (1979). Interobserver agreement, reliability, and generalizability of data collected in observational studies. Psychological Bulletin, 86, 376-390.
31. Moore, C., Angelopoulos, M. & Bennett, P. (1999). Word learning in the context of referential and salience cues. Developmental Psychology, 35, 60-68.
32. Mullen, E. (1995). Mullen Scales of Early Learning. Circle Pines, MN: AGS.
33. Mundy, P. (1987). Nonverbal communication and play correlates of language development in autistic children. Journal of Autism and Developmental Disorders, 17, 349-364.
34. Mundy, P., Sigman, M. & Kasari, C. (1990). A longitudinal study of joint attention and language development in autistic children. Journal of Autism and Developmental Disorders, 20, 115-128.
35. Mundy, P., Sigman, M. & Kasari, C. (1994). Joint attention, developmental level and symptom presentation in autism. Development and Psychopathology 6, 389-401.
36. Mundy, P., Sigman, M., Ungerer, J. & Sherman, T. (1986). Defining the social deficits of autism: The contribution of nonverbal communication measures. Journal of Child Psychology and Psychiatry, 27, 657-669.
37. Perfors, A., Magnani, K. & Fernald, A. (2002, March). Speed and accuracy in on-line comprehension are related to vocabulary growth in 15- to 25-month-old children. Paper presented at the 14th Annual CUNY Sentence Processing Conference, New York.
38. Prizant, B. (1996). Brief report: Communication, language, social, and emotional development. Journal of Autism and Developmental Disorders, 26, 173-178.
39. Schafer, G. & Plunkett, K. (1998). Rapid word learning by fifteen-month-olds under tightly controlled conditions. Child Development, 69, 309-320.
40. Schopler, E., Reichler, R. & Renner, B. (1999). Childhood Autism Rating Scale. Los Angeles, CA: Western Psychological Services.
41. Seibert, J., Hogan, A. & Mundy, P. (1987). Assessing social and communication skills in infancy. Topics in Early Childhood Special Education, 7, 38-48.
42. Sigman, M. & Ruskin, E. (1999). Continuity and change in the social competence of children with autism, Down syndrome, and developmental delays. Monographs of the Society for Research in Child Development, 64 (1, Serial No. 256).
43. Stevens, M., Fein, D., Dunn, M., Allen, D., Waterhouse, L, Feinstein, C. & Rapin, I. (2000). Subgroups of children with autism by cluster analysis: A longitudinal examination. Journal of the American Academy of Child and Adolescent Psychiatry, 39, 346-352.
44. Suen, H. & Ary, D. (1989). Reliability: The generalizability approach. In H. Suen & D. Ary, Analyzing quantitative behavioral observation data (Ch. 5, pp. 131-155). Hillsdale, NJ: Erlbaum.
45. Tager-Flusberg, H. (1986). On the nature of a language acquisition disorder: The example of autism. In F. Kessel (Ed.), The development of language and language researchers (pp. 249-267). Hillsdale, NJ: Erlbaum.
46. Tager-Flusberg, H. & Sullivan, K. (1998). Early language development in children with mental retardation. In J. Burack, R. Hodapp & E. Zigler, (Eds), Handbook of mental retardation and development (pp. 208-239). New York: Cambridge University Press.
47. Tapp, J. (2003). ProcoderDV [Computer software and manual]. Retrieved on 2/1/2004 from: http//:kc.vanderbilt.edu/pcdv/.
48. Tapp, J., Wehby, J. & Ellis, D. (1995). A multiple option observation system for experimental studies: MOOSES. Behavior Research Methods, Instruments and Computers, 27, 25-31.
49. Tomasello, M. & Barton, M. (1994). Learning words in nonostensive contexts. Developmental Psychology, 30, 639-650.
50. Venter, A., Lord, C. & Schopler, E. (1992). A follow-up study of high functioning autistic children. v Journal of Child Psychology and Psychiatry, 33, 489-507.
51. Whalen, C. & Schreibman, L. (2003). Joint attention training for children with autismusing behavior modification procedures. Journal of Child Psychology and Psychiatry, 44, 456-468.
52. Woodward, A., Markman, E. & Fitzsimmons, C. (1994). Rapid word learning in 13-18 month olds. Developmental Psychology, 30, 553-566.