Effects of emotional cues on novel word learning in typically developing children in relation to broader autism traits.
作者： David A Copland , Anthony J Angwin , Wendy L Arnott , Nicole L Nelson , Melina J West
DOI: 10.1017/S0305000921000192
关键词:
摘要: Emotion can influence various cognitive processes. Communication with children often involves exaggerated emotional expressions and emotive language. Children autism spectrum disorder show a reduced tendency to attend information. Typically developing aged 7 9 years who varied in their level of autism-like traits learned the nonsense word names nine novel toys, which were presented either happy, fearful, or neutral cues. Emotional cues had no on recognition recall performance. Eye-tracking data showed differences visual attention depending type traits. The findings suggest that emotion during learning differs according whether have lower higher levels traits, but this does not affect outcomes.
sci-hub.st 参考文章(51)
Geraldine Dawson, Sara J Webb, Leslie Carver, Heracles Panagiotides, James McPartland, None, Young children with autism show atypical brain responses to fearful versus neutral facial expressions of emotion Developmental Science. ,vol. 7, pp. 340- 359 ,(2004) , 10.1111/J.1467-7687.2004.00352.X
Laurel J. Trainor, Caren M. Austin, Renée N. Desjardins, Is Infant-Directed Speech Prosody a Result of the Vocal Expression of Emotion? Psychological Science. ,vol. 11, pp. 188- 195 ,(2000) , 10.1111/1467-9280.00240
Angela John Thurman, Andrea McDuffie, Sara T. Kover, Randi Hagerman, Marie Moore Channell, Ann Mastergeorge, Leonard Abbeduto, Use of Emotional Cues for Lexical Learning: A Comparison of Autism Spectrum Disorder and Fragile X Syndrome Journal of Autism and Developmental Disorders. ,vol. 45, pp. 1042- 1061 ,(2015) , 10.1007/S10803-014-2260-1
Elena J. Tenenbaum, Dima Amso, Beau Abar, Stephen J. Sheinkopf, Attention and word learning in autistic, language delayed, and typically developing children Frontiers in Psychology. ,vol. 5, pp. 490- 490 ,(2014) , 10.3389/FPSYG.2014.00490
Rachael Bedford, Teodora Gliga, Kathryn Frame, Kristelle Hudry, Susie Chandler, Mark H Johnson, Tony Charman, Basis Team, Failure to learn from feedback underlies word learning difficulties in toddlers at risk for autism. Journal of Child Language. ,vol. 40, pp. 29- 46 ,(2013) , 10.1017/S0305000912000086
Jacqueline S. Leventon, Patricia J. Bauer, Emotion regulation during the encoding of emotional stimuli: Effects on subsequent memory. Journal of Experimental Child Psychology. ,vol. 142, pp. 312- 333 ,(2016) , 10.1016/J.JECP.2015.09.024
Caroline Floccia, Tamar Keren-Portnoy, Rory DePaolis, Hester Duffy, Claire Delle Luche, Samantha Durrant, Laurence White, Jeremy Goslin, Marilyn Vihman, British English infants segment words only with exaggerated infant-directed speech stimuli. Cognition. ,vol. 148, pp. 1- 9 ,(2016) , 10.1016/J.COGNITION.2015.12.004
Richard Melling, Jeremy M. Swinson, Kulbir Singh Birak, The relationship between Autism Spectrum Quotient (AQ) and uneven intellectual development in school-age children Cogent psychology. ,vol. 3, pp. 1149136- ,(2016) , 10.1080/23311908.2016.1149136
Mary Helen Immordino-Yang, Emotion, Sociality, and the Brain’s Default Mode Network: Insights for Educational Practice and Policy Policy insights from the behavioral and brain sciences. ,vol. 3, pp. 211- 219 ,(2016) , 10.1177/2372732216656869
Emily Ruzich, Carrie Allison, Paula Smith, Howard Ring, Bonnie Auyeung, Simon Baron-Cohen, The Autism-Spectrum Quotient in Siblings of People With Autism. Autism Research. ,vol. 10, pp. 289- 297 ,(2016) , 10.1002/AUR.1651