Gaze following, gaze reading, and word learning in children at risk for autism

Teodora Gliga; Mayada Elsabbagh; Kristelle Hudry; Tony Charman; Mark H. Johnson; The BASIS Team

doi:10.1111/j.1467-8624.2012.01750.x

Gaze following, gaze reading, and word learning in children at risk for autism

Teodora Gliga, Mayada Elsabbagh, Kristelle Hudry, Tony Charman, Mark H. Johnson, The BASIS Team

Research output: Contribution to journal › Article › peer-review

50 Citations (Scopus)

Abstract

This study investigated gaze-following abilities as a prerequisite for word learning, in a population expected to manifest a wide range of social and communicative skills-children with a family history of autism. Fifty-three 3-year-olds with or without a family history of autism took part in a televised word-learning task. Using an eye-tracker to monitor children's gaze behavior, it was shown that the ability to follow gaze was necessary but not sufficient for successful word learning. Those children who had poor social and communicative skills followed gaze to the labeled object but did not then learn the associated word. These findings shed light on the conditions that lead to successful word learning in typical and atypical populations.

Original language	English
Pages (from-to)	926-938
Number of pages	13
Journal	Child Development
Volume	83
Issue number	3
DOIs	https://doi.org/10.1111/j.1467-8624.2012.01750.x
Publication status	Published - May 2012
Externally published	Yes

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10.1111/j.1467-8624.2012.01750.x

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title = "Gaze following, gaze reading, and word learning in children at risk for autism",

abstract = "This study investigated gaze-following abilities as a prerequisite for word learning, in a population expected to manifest a wide range of social and communicative skills-children with a family history of autism. Fifty-three 3-year-olds with or without a family history of autism took part in a televised word-learning task. Using an eye-tracker to monitor children's gaze behavior, it was shown that the ability to follow gaze was necessary but not sufficient for successful word learning. Those children who had poor social and communicative skills followed gaze to the labeled object but did not then learn the associated word. These findings shed light on the conditions that lead to successful word learning in typical and atypical populations.",

author = "Teodora Gliga and Mayada Elsabbagh and Kristelle Hudry and Tony Charman and Johnson, {Mark H.} and Simon Baron-Cohen and Rachael Bedford and Patrick Bolton and Susie Chandler and Sally Clifford and Janice Fernandes and Hayley Leonard and Leslie Tucker and {The BASIS Team}",

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AU - Gliga, Teodora

AU - Elsabbagh, Mayada

AU - Hudry, Kristelle

AU - Charman, Tony

AU - Johnson, Mark H.

AU - Baron-Cohen, Simon

AU - Bedford, Rachael

AU - Bolton, Patrick

AU - Chandler, Susie

AU - Clifford, Sally

AU - Fernandes, Janice

AU - Leonard, Hayley

AU - Tucker, Leslie

AU - The BASIS Team

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Gaze following, gaze reading, and word learning in children at risk for autism

Abstract

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