Identifying areas of overlap and distinction in early lexical profiles of children with autism spectrum disorder, late talkers, and typical talkers

This study compares the lexical composition of 118 children with autism spectrum disorder (ASD) aged 12 to 84 months with 4626 vocabulary-matched typically developing toddlers with and without language delay, aged 8 to 30 months. Children with ASD and late talkers showed a weaker noun bias. Additionally, differences were identified in the proportion of nouns and verbs, and in the semantic categories of animals, toys, household items and vehicles. Most differences appear to reflect the extent of the age differences between the groups. However, children with ASD produced fewer high-social verbs than typical talkers and late talkers, a difference that might be associated with ASD features. In sum, our findings identified areas of overlap and distinction across the developing lexical profiles

The contributions of immediate retrieval and spaced retrieval to word learning in preschoolers with developmental language disorder

Background and Aims: Children with developmental language disorder (DLD) benefit from word learning procedures that include a mix of immediate retrieval and spaced retrieval trials. In this study, we examine the relative contribution of these two types of retrieval. Methods: We examine data from Haebig et al. (2019) in their study that compared an immediate retrieval condition and a condition of spaced retrieval that also included immediate retrieval trials. Participants were 4- and 5-year old children with DLD and same-age peers with typical language development. Each child learned novel (made-up) words referring to unusual plants and animals in both conditions. We examined the phonetic accuracy of the novel words used during the final learning trial and during recall tests 5 min and 1 week after learning. Results: On the final learning trial, the children were more phonetically accurate in using the novel words learned in the immediate retrieval condition. However, recall tests after the learning trials revealed a decrease in accuracy, especially for the children with DLD. After one week, accuracy was much lower for words in the immediate retrieval condition than for words in the mixed spaced-plus-immediate retrieval condition. For words learned in the mixed spaced-plus-immediate retrieval condition, accuracy was very stable across time for both groups. Conclusions: Immediate retrieval boosts the phonetic accuracy of new words in the short term but spaced retrieval promotes stability and increases the likelihood that short-term gains are maintained. Implications: When novel word learning is assessed at the level of phonetic accuracy, children with DLD can show declines over time not characteristic of children with typical language development. Spaced retrieval procedures augmented by immediate retrieval opportunities during learning appear to prevent such declines, leading to longer-lasting gains

A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder

Background Many children with developmental language disorders (DLD) have well-documented weaknesses in vocabulary. In recent years, investigators have explored the nature of these weaknesses through the use of novel word learning paradigms. These studies have begun to uncover specific areas of difficulty and have provided hints about possible intervention strategies that might help these children learn words more accurately and efficiently. Among the studies of this type are those that incorporate repeated spaced retrieval activities in the learning procedures. Methods In this study, we examined the data from four of these studies that employed the same types of participants (4- and 5-year-old children with DLD and same-age children with typical language development), research design, and outcome measures. The studies differed primarily in the type of learning condition that was being compared to a spaced retrieval condition. A mixed-effects modeling framework was used, enabling the data from the four studies and different outcome measures to be aggregated. Results Across the studies, more words in the repeated spaced retrieval condition were recalled than those in the comparison conditions. This was true regardless of outcome measure. Children with typical language development recalled more words than the children with DLD. Both groups benefited from spaced retrieval, though effects were larger for the group with DLD. Children recalled words as accurately 1 week after learning as they did at the 5-min mark; the two groups were essentially identical in this respect. Conclusions Overall, the findings support the continued refinement of these types of repeated spaced retrieval procedures, as they may have potential to serve as effective approaches to intervention

Child-Oriented Word Associations Improve Models of Early Word Learning

Over the past decade, researches have begun to model the development of early vocabularies as network that acquire new nodes (words) over time. For these models to accurately predict word learning, the connectivity of the network should reflect the child's environment. In this work, we use a word assocation task with modified instructions to inform network connectivity. This network predicts word learning between 16 and 30 months better than a standard word association task

Child-directed word associations reveal divergent semantic structure thatimproves models of early word learning

How words are associated within the linguistic environment conveys semantic content, and it is well known that adultsspeak differently to children than to other adults. We present results from a new word association study in which adultparticipants are instructed to produce either unconstrained or child-directed responses to each cue, where cues included674 nouns, verbs, and adjectives from the McArthur-Bates Communicative Development Inventory (CDI). Child-directedresponses consisted of higher frequency words with fewer letters and earlier ages of acquisition. The correlations amongthe responses generated for each pair of cues differed between unconstrained and child-directed responses, suggestingthat child-directed associations imply different semantic structure. A comparison of growth models guided by semanticnetwork structure revealed that child-directed associations are more predictive of early lexical growth. Thus, these newchild-directed word association norms may provide more clear insight into the semantic context of young children

Modeling Vocabulary Growth in Autistic and Non-Autistic Children

We assessed the goodness of fit of three models of vocabulary growth, with varying sensitivity to the structure of the environment and the learner's internal state, to estimated vocabulary growth trajectories in autistic and non-autistic children. We first computed word-level acquisition norms that indicate the vocabulary size at which individual words tend to be learned by each group. We then evaluated how well network growth models based on natural language co-occurrence structure and word associations account for variance in the autistic and non-autistic acquisition norms. In addition to replicating key observations from prior work and observing that the growth models explained similar amounts of variance in each group, we found that autistic vocabulary growth also exhibits growth consistent with "the lure of the associates" model. Thus, both groups leverage semantic structure in the learning environment for vocabulary development, but autistic vocabulary growth is also strongly influenced by existing vocabulary knowledge

Context Effects on Word Association Production: A Semantic Warping Account

An important aspect of human cognition is our ability to adapt our behavior to changing situations and contexts. Semantic control is generally broken into two different modes acting at varying levels of domain specificity: general rule-based selection or contextually-altered semantic space. The current study examines how context shifts influence associative behavior across three context domains. We instructed participants to make word associations as if they were interacting with a toddler (i.e. child condition), interacting with a peer (i.e. peer), or to just produce short words. We found that participants in the child condition produced more child-directed speech than the other conditions. Specifically, these responses were shorter, acquired earlier, and higher frequency and contextual diversity. Additionally, the child condition resulted in different representational similarity structure than the other two conditions, providing evidence for a context-effect that is less rule based and more akin to a flexible shifting of semantic space

Expressive language abilities of boys with idiopathic autism spectrum disorder and boys with fragile X syndrome + autism spectrum disorder: Cross-context comparisons

Background and aims Understanding the unique expressive language profiles of children with phenotypically similar, but distinct neurodevelopmental disorders, such as idiopathic autism spectrum disorder and fragile X syndrome with a co-diagnosis of autism spectrum disorder (fragile X syndrome + autism spectrum disorder), has both clinical and theoretical implications. However, comparative studies of these two clinical groups have been limited, and results have been inconsistent, partially as a result of different assessment methods being utilized. Thus, the current study compared the expressive language profiles of boys with idiopathic autism spectrum disorder and boys with fragile X syndrome + autism spectrum disorder and examined whether a similar linguistic profile emerged across different language sampling contexts: a semi-structured conversation and the Autism Diagnostic Observation Schedule. Methods Eighteen boys with autism spectrum disorder ( M age  = 13.25 years) and 19 boys with fragile X syndrome + autism spectrum disorder ( M age  = 12.19 years), matched on autism spectrum disorder symptom severity and similar in terms of chronological age and mean length of utterance, participated in this study. Boys produced two language samples: one semi-structured conversation and one taken from the Autism Diagnostic Observation Schedule. Language samples were coded for talkativeness, lexical diversity, mean length of utterance, intelligibility, and repetitive or perseverative language. Results Analyses revealed that boys with autism spectrum disorder produced language samples that were more lexically diverse and intelligible, and that included less topic perseveration compared to boys with fragile X syndrome + autism spectrum disorder. With regards to sampling context, boys in both groups were more talkative and produced longer and more intelligible utterances in their conversation sample compared to their Autism Diagnostic Observation Schedule sample. However, boys with autism spectrum disorder and fragile X syndrome + autism spectrum disorder used a higher proportion of topic perseveration during the conversation sample. Conclusions Overall, we found similarities as well as distinctions in the expressive language profiles of boys with fragile X syndrome + autism spectrum disorder and boys with idiopathic autism spectrum disorder. Moreover, the Autism Diagnostic Observation Schedule sample elicited a relatively different language profile than the conversation sample for boys in both groups. Implications These findings help to further elucidate the unique language phenotypes of boys with idiopathic autism spectrum disorder and boys with fragile X syndrome + autism spectrum disorder. Moreover, our findings indicate that multiple language samples may be needed to obtain a comprehensive account of a child’s expressive language ability

Interpretations of meaningful and ambiguous hand gestures from individuals with and without Autism Spectrum Disorder (ASD)

Previous research indicates that Autism Spectrum Disorder (ASD) is associated with altered production of co-speech gestures. However, little research has examined whether ASD impacts the processes involved in interpreting observed gestures. We collected meaningfulness ratings and one-word interpretations for 165 video-recorded gestures of varying ambiguity from individuals with and without an ASD diagnosis. The resulting dataset contains insights into gesture processing in individuals with and without ASD, including the number and variability of interpretations assigned to gestures as well as tendencies to endorse ambiguous gestures as meaningful. We also used a subset of these stimuli to identify the neural mechanisms by which gestures enhance memory in neurotypical adults. This collection of videos, as well as the interpretations and ratings from each group, will be made available through the Open Science Framework for use in future research