Failure to learn from feedback underlies word learning difficulties in toddlers at risk for autism.

摘要: Children's assignment of novel words to nameless objects, over objects whose names they know (mutual exclusivity; ME) has been described as a driving force for vocabulary acquisition. Despite their ability use ME fast-map (Preissler & Carey, 2005), children with autism show impaired language We aimed address this puzzle by building on studies showing that correct referent selection using does not lead word learning unless ostensive feedback is provided the child's object choice (Horst Samuelson, 2008). found although toddlers aged 2;0 at risk can choose word, do benefit from long-term retention word-object mapping. Further, difficulty associated smaller receptive vocabularies. propose difficulties social feedback, lexical principles, limits during development in autism.