Artículo
Atypical vocabulary acquisition in autism: where is it coming from?
Autor/es | Saldaña Sage, David |
Departamento | Universidad de Sevilla. Departamento de Psicología Evolutiva y de la Educación |
Fecha de publicación | 2023 |
Fecha de depósito | 2023-05-23 |
Publicado en |
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Resumen | Word-learning development is extremely varied among children with autism, with some showing a peak of abilities in vocabulary and others little or no comprehension or expression of isolated words. Typical word learning ... Word-learning development is extremely varied among children with autism, with some showing a peak of abilities in vocabulary and others little or no comprehension or expression of isolated words. Typical word learning mechanisms, such as the application of mutual exclusivity, cross-situational mapping, the whole-object principle, and the noun-naming bias also share this heterogeneity: some mechanisms appear to develop in a typical fashion and others depend on the individuals’ language level. The reason for which word-learning processes could be atypical in autism is still the object of debate. Atypical attentional biases or early social interaction could both play a role in early word acquisition. But it is also unclear whether differences in vocabulary acquisition simply reflect the impact of co-morbid language impairment or there is a degree of specificity in autism. Finally, I propose that a more dimensional view in the study of word learning could be useful to move the field forward. |
Agencias financiadoras | Ministerio de Ciencia e Innovación (MICIN). España Agencia Estatal de Investigación. España Universidad de Sevilla |
Identificador del proyecto | PGC2018- 096094-B-I00 |
Cita | Saldaña Sage, D. (2023). Atypical vocabulary acquisition in autism: where is it coming from?. Journal of Cultural Cognitive Science, 7, 1-7. https://doi.org/10.1007/s41809-022-00116-w. |
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