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Labels increase attention to novel objects in children with autism and comprehension-matched children with typical development
McDuffie, Andrea S.
Yoder, Paul J.
Article from Bulletin/Magazine - ilmiah internasional
Autism vol. 10 no. 03 (May 2006)
This study used an intact group comparison to examine attention following in 34 children aged 2 years diagnosed with autism spectrum disorder (ASD) matched pairwise for vocabulary comprehension with a group of typically developing toddlers. For both groups of children, the presence of verbal labels during a referential task increased attention to a novel object over and above the attention-facilitating effect of child-directed talking without labeling. The typically developing children displayed more attention following than comprehensionmatched children with ASD across experimental conditions and there was no significant difference between the groups in the facilitative effect of hearing verbal labels. Implications for word-learning theory, intervention strategies and future research are considered.
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