Cross-situational and ostensive word learning in children with and without autism spectrum disorder

摘要: Numerous experimental studies have shown that infants and children can discover word meanings by using co-occurrences between labels objects across individually ambiguous contexts-a phenomenon known as cross-situational learning. Like typically developing children, high-functioning school aged with autism spectrum disorder (ASD) are capable of However, it is not yet clear whether learning similarly available to ASD who younger show a broader range language cognitive abilities. Using eye-tracking methodology, the current study provided first evidence preschool early school-aged rely on statistics learn new words. In fact, learned well similar vocabulary knowledge. both groups, highest accuracy were those showed best familiar processing skills. Surprisingly, in groups words equally task an ostensive word-learning task, which presented only single label-object pairing at time. combination, these results point similarities abilities ASD.