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Statistical Word Learning in Children with Autism Spectrum Disorder and Specific Language Impairment
Peer reviewed
Direct linkHaebig, Eileen; Saffran, Jenny R.; Ellis Weismer, Susan – Journal of Child Psychology and Psychiatry, 2017
Background: Word learning is an important component of language development that influences child outcomes across multiple domains. Despite the importance of word knowledge, word-learning mechanisms are poorly understood in children with specific language impairment (SLI) and children with autism spectrum disorder (ASD). This study examined…
Descriptors: Autism, Pervasive Developmental Disorders, Language Impairments, Cognitive Processes
Schneider, Darryl W.; Logan, Gordon D. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2011
When task-switching studies use the task-cuing procedure with a 1:1 cue-task mapping, task switching and cue switching are confounded, which is problematic for interpreting switch costs. The use of a 2:1 cue-task mapping is a potential solution to this problem, but it is possible that introducing more cues may also introduce marked changes in…
Descriptors: Cues, Educational Research, Cognitive Ability, Performance
