ArticleCognition2019
Cross-situational and ostensive word learning in children with and without autism spectrum disorder.
Article in Cognition, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 18 papers, 1 of them a synthesis that pooled it.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
18 citing papers in PubMed, 1 synthesis or guideline pooled it.
- A systematic review of statistical learning in autism spectrum disorder.Molecular autism · 2025Pooled it
- Interactive Effects of Executive Function and Language Ability on Children's Cross-Situational Word Learning.Journal of speech, language, and hearing research : JSLHR · 2026Article
- Narrative discourse comprehension in Greek-speaking children with autism spectrum disorder: evidence from Aesop's fables.Frontiers in psychology · 2026Article
- Novel word learning over different time scales: A comparison of paired-associate and cross-situational paradigms.Learning and individual differences · 2025Article
- Quality of remotely-collected gaze data in autistic and nonspectrum children.Language development research · 2025Article
- Stick with Static: Unexpected Detrimental Effects of Visual Movement in a Looking-While-Listening Task.Journal of autism and developmental disorders · 2024Article
- The effect of volatility in linguistic input on prediction behavior in autistic toddlers.Autism research : official journal of the International Society for Autism Research · 2024Article
- Language development, reading and word learning in Autism Spectrum Disorder (ASD): a review on eye tracking studies.International journal of developmental disabilities · 2024Review
- The association between statistical learning and language development during childhood: A scoping review.Heliyon · 2023Article
- What have we learned from 15 years of research on cross-situational word learning? A focused review.Frontiers in psychology · 2023Review
- Multiple Mechanisms of Word Learning in Late-Talking Children: A Longitudinal Study.Journal of speech, language, and hearing research : JSLHR · 2022Article
- Parental tuning of language input to autistic and nonspectrum children.Frontiers in psychology · 2022Article
- It takes all kinds (of information) to learn a language: Investigating the language comprehension of typical children and children with autism.Current directions in psychological science · 2021Article
- Intentional Training With Speech Production Supports Children's Learning the Meanings of Foreign Words: A Comparison of Four Learning Tasks.Frontiers in psychology · 2020Article
- Auditory-visual misalignment: A theoretical perspective on vocabulary delays in children with ASD.Autism research : official journal of the International Society for Autism Research · 2018Review
- Fast mapping is a laboratory task, not a cognitive capacity.Cognitive neuroscienceArticle
- Visual perceptual salience and novel referent selection in children with and without autism spectrum disorder.Autism & developmental language impairmentsArticle
- Novel word recognition in childhood stuttering.Topics in language disordersArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
Abstract
Numerous experimental studies have shown that infants and children can discover word meanings by using co-occurrences between labels and objects across individually ambiguous contexts-a phenomenon known as cross-situational learning. Like typically developing children, high-functioning school aged children with autism spectrum disorder (ASD) are capable of cross-situational learning. However, it is not yet clear whether cross-situational learning is similarly available to children with ASD who are younger and show a broader range of language and cognitive abilities. Using eye-tracking methodology, the current study provided the first evidence that preschool and early school-aged children with ASD can rely on cross-situational statistics to learn new words. In fact, children with ASD learned as well as typically developing children with similar vocabulary knowledge. In both groups, the children with the highest cross-situational learning accuracy were those who showed the best familiar word processing skills. Surprisingly, children in both groups learned words equally well in the cross-situational task and an ostensive word-learning task, which presented only a single label-object pairing at a time. In combination, these results point to similarities in the word learning abilities available to typically developing children and children with ASD.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.