Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Psychology
An Investigation Of Word Learning In The Presence Of Gaze: Evidence From School-Age Children With Typical Development Or Autism Spectrum Disorder, Janet Y. Bang, Aparna S. Nadig
An Investigation Of Word Learning In The Presence Of Gaze: Evidence From School-Age Children With Typical Development Or Autism Spectrum Disorder, Janet Y. Bang, Aparna S. Nadig
Faculty Research, Scholarly, and Creative Activity
Little is understood about how children attend to and learn from gaze when learning new words, and whether gaze confers any benefits beyond word mapping. We examine whether 6- to 11-year-old typically-developing children (n = 43) and children with Autism Spectrum Disorder (n = 25) attend to and learn with gaze differently from another directional cue, an arrow cue. An eye-tracker recorded children’s attention to videos while they were taught novel words with a gaze cue or an arrow cue. Videos included objects when they were static or when they were manipulated to demonstrate the object’s function. Word learning was …
Language Counts: Early Language Mediates The Relationship Between Parent Education And Children's Math Ability, Emily Slusser, Andrew Ribner, Anna Shusterman
Language Counts: Early Language Mediates The Relationship Between Parent Education And Children's Math Ability, Emily Slusser, Andrew Ribner, Anna Shusterman
Faculty Publications
Children's early math skills have been hailed as a powerful predictor of academic success. Disparities in socioeconomic context, however, also have dramatic consequences on children's learning. It is therefore critical to investigate both of these distinct contributors in order to better understand the early foundations of children's academic outcomes. This study tests an integrated model of children's developing math ability so as to (1) identify the specific skills and abilities most clearly linked to early math achievement and (2) measure the influence of children's socioeconomic context on each of these skills. We first evaluated the early vocabulary, number word knowledge …
Learning Language In Autism: Maternal Linguistic Input Contributes To Later Vocabulary, Janet Bang, Aparna Nadig
Learning Language In Autism: Maternal Linguistic Input Contributes To Later Vocabulary, Janet Bang, Aparna Nadig
Faculty Research, Scholarly, and Creative Activity
It is well established that children with typical development (TYP) exposed to more maternal linguistic input develop larger vocabularies. We know relatively little about the linguistic environment available to children with autism spectrum disorders (ASD), and whether input contributes to their later vocabulary. Children with ASD or TYP and their mothers from English and French-speaking families engaged in a 10 min free-play interaction. To compare input, children were matched on language ability, sex, and maternal education (ASD n = 20, TYP n = 20). Input was transcribed, and the number of word tokens and types, lexical diversity (D), mean length …