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Sound before meaning: word learning in autistic disorders

Abstract:

Successful word learning depends on the integration of phonological and semantic information with social cues provided by interlocutors. How then, do children with autism spectrum disorders (ASDs) learn new words when social impairments pervade? We recorded the eye-movements of verbally-able children with ASD and their typical peers while completing a word learning task in a social context. We assessed learning of semantic and phonological features immediately after learning and again four we...

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Publication status:
Published
Peer review status:
Peer reviewed

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Institution:
"Royal Holloway, University of London", "University of Oxford"
Department:
Medical Sciences Division - Experimental Psychology
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Institution:
University of Oxford
Department:
Medical Sciences Division - Experimental Psychology
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Institution:
University of Oxford
Department:
Medical Sciences Division - Experimental Psychology
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Funding agency for:
Courtenay Frazier Norbury
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Funding agency for:
Kate Nation
Publisher:
Elsevier Publisher's website
Journal:
Neuropsychologia Journal website
Volume:
48
Issue:
14
Pages:
4012-4019
Publication date:
2010-12-05
DOI:
ISSN:
0028-3932
URN:
uuid:a12a1247-391c-451b-be42-a04487c317d6
Local pid:
ora:4551

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