Statistical word learning in children with autism spectrum disorder and specific language impairment.

ABSTRACT:

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 underlying mechanisms of word learning, specifically, statistical learning and fast-mapping, in school-aged children with typical and atypical development.

Methods

Statistical learning was assessed through a word segmentation task and fast-mapping was examined in an object-label association task. We also examined children's ability to map meaning onto newly segmented words in a third task that combined exposure to an artificial language an

SUBMITTER: Haebig E 

PROVIDER: S-EPMC5653422 | biostudies-literature | 2017 Nov

REPOSITORIES: biostudies-literature