TY - JOUR
T1 - Brief Report
T2 - Learning Language Through Overhearing in Children with ASD
AU - Luyster, Rhiannon J.
AU - Arunachalam, Sudha
N1 - Funding Information:
This work was supported by an Emerson College Faculty Advancement Fund Grant and an American Speech-Language-Hearing Association Advancing Academic-Research Careers Award to the first author, and NIH K01DC013306 to the second author. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health. We would like to express our gratitude to Molly Atkinson, Julia Bird, Nicole Coughlin, Marisa Curtis, Jessica Ghofrani, Katelyn Li, Amanda Netburn, Rea Ramos, Alicia Reifler, Madeline Saunders and Nicholas Souter for their help with design, recruitment, data collection and manuscript preparation. We would also like to thank the children and families who contributed their time and effort to make this project possible.
Publisher Copyright:
© 2018, Springer Science+Business Media, LLC, part of Springer Nature.
PY - 2020/7/1
Y1 - 2020/7/1
N2 - We explored whether children with autism spectrum disorder (ASD) learn new nouns from overheard speech. Thirteen children (4–5 years) with ASD participated in an Addressed condition, in which they were directly taught a novel label (e.g., toma) for one of three novel objects, and an Overheard condition, in which the objects and label were presented in a conversation between two adults. In both conditions, children were then asked to identify the labeled object (e.g., “find the toma”). Children selected the target novel object at rates above chance in the Addressed condition, and of critical importance, they also did so in the Overheard condition. This suggests that, like TD children, children with ASD may learn from language that is not directed to them.
AB - We explored whether children with autism spectrum disorder (ASD) learn new nouns from overheard speech. Thirteen children (4–5 years) with ASD participated in an Addressed condition, in which they were directly taught a novel label (e.g., toma) for one of three novel objects, and an Overheard condition, in which the objects and label were presented in a conversation between two adults. In both conditions, children were then asked to identify the labeled object (e.g., “find the toma”). Children selected the target novel object at rates above chance in the Addressed condition, and of critical importance, they also did so in the Overheard condition. This suggests that, like TD children, children with ASD may learn from language that is not directed to them.
KW - Autism spectrum disorder
KW - Language
KW - Word learning
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U2 - 10.1007/s10803-018-3672-0
DO - 10.1007/s10803-018-3672-0
M3 - Article
C2 - 29971657
AN - SCOPUS:85049598350
VL - 50
SP - 2616
EP - 2624
JO - Journal of Autism and Developmental Disorders
JF - Journal of Autism and Developmental Disorders
SN - 0162-3257
IS - 7
ER -