| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 10465954 | Neuropsychologia | 2010 | 8 Pages |
Abstract
ⶠWord learning requires integration of social, semantic and phonological information. ⶠChildren with ASD and age appropriate vocabularies use gaze cues to learn words. ⶠThese children also excel at learning the sound structure of new words. ⶠDifferences in distribution of fixations suggests poorer understanding of gaze cues. ⶠChildren with ASD show minimal improvement in learning over time relative to peers. ⶠFocus on sound over meaning may explain qualitative differences in ASD language.
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Authors
Courtenay Frazier Norbury, Helen Griffiths, Kate Nation,