What Categorical Induction Variability Reveals about Typical and Atypical Development

Autor/inn/en	Tecoulesco, Lisa; Fein, Deborah; Naigles, Letitia R.
Titel	What Categorical Induction Variability Reveals about Typical and Atypical Development
Quelle	In: Journal of Child Language, 48 (2021) 3, S.515-540 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tecoulesco, Lisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0009
DOI	10.1017/S0305000920000392
Schlagwörter	Language Tests; Autism; Pervasive Developmental Disorders; Task Analysis; Comparative Analysis; Preschool Children; Nonverbal Communication; Correlation; Inhibition; Language Acquisition; Naming; Vocabulary Development + Suchen Sie Ihr Suchwort? Language test; Sprachtest; Autismus; Aufgabenanalyse; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Non-verbal communication; Nonverbale Kommunikation; Korrelation; Hemmung; Sprachaneignung; Spracherwerb; Wortschatzarbeit
Abstract	Categorical induction abilities are robust in typically developing (TD) preschoolers, while children with Autism Spectrum Disorders (ASD) frequently perform inconsistently on tasks asking for the transference of traits from a known category member to a new example based on shared category membership. Here, TD five-year-olds and six-year-olds with ASD participated in a categorical induction task; the TD children performed significantly better and more consistently than the children with ASD. Concurrent verbal and nonverbal tests were not significant correlates; however, the TD children's shape bias performance at two years of age was significantly positively predictive of categorical induction performance at age five. The shape bias, the tendency to extend a novel label to other objects of the same shape during word learning, appears linked with categorical induction ability in TD children, suggesting a common underlying skill and consistent developmental trajectory. Word learning and categorical induction appear uncoupled in children with ASD. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01