Saldaña Sage, David2023-05-232023-05-232023Saldaña 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.2520-100X (Impreso)2520-1018 (Electrónico)https://hdl.handle.net/11441/146512Word-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.application/pdf7 p.engAtribución 4.0 Internacionalhttp://creativecommons.org/licenses/by/4.0/AutismWord learningMutual exclusivityCross-situational mappinginfo:eu-repo/semantics/articleinfo:eu-repo/semantics/openAccesshttps://doi.org/10.1007/s41809-022-00116-w