Literaturnachweis - Detailanzeige
Autor/inn/en | Tecoulesco, Lisa; Fein, Deborah; Naigles, Letitia R. |
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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 |
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 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). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |