Lucas Rebecca, Thomas Louisa, Norbury Courtenay Frazier
University of Roehampton, Whitelands College, Holybourne Avenue, London, UK.
Royal Holloway University of London, Surrey, UK.
J Autism Dev Disord. 2017 Jul;47(7):2205-2216. doi: 10.1007/s10803-017-3151-z.
This study investigated whether children with autism spectrum disorders (ASD) can learn vocabulary from linguistic context. Thirty-five children with ASD (18 with age-appropriate structural language; 17 with language impairment [ALI]) and 29 typically developing peers were taught 20 Science words. Half were presented in linguistic context from which meaning could be inferred, whilst half were accompanied by an explicit definition. Children with ASD were able to learn from context. Condition did not influence phonological learning, but receptive semantic knowledge was greatest in the context condition, and expressive semantic knowledge greatest in the definitional condition. The ALI group learnt less than their peers. This suggests that at least some vocabulary should be taught explicitly, and children with ALI may need additional tuition.
本研究调查了自闭症谱系障碍（ASD）儿童是否能够从语言语境中学习词汇。研究人员对35名患有ASD的儿童（18名具有与年龄相符的结构化语言能力；17名有语言障碍[ALI]）和29名发育正常的同龄人进行了20个科学词汇的教学。一半的词汇以可以推断出含义的语言语境呈现，而另一半则配有明确的定义。患有ASD的儿童能够从语境中学习。条件对语音学习没有影响，但接受性语义知识在语境条件下最为丰富，而表达性语义知识在定义条件下最为丰富。ALI组的学习效果不如同龄人。这表明至少一些词汇应该进行明确教学，而患有ALI的儿童可能需要额外的辅导。
