The Role of Imageability in Early Word Learning of Children with Autism Spectrum Disorder, 2020
Scope and Content Note
The series contains Master's theses from 1943 to present. The theses consist of either a production book and a media component or solely a production book. The production books were originally submitted as physical bound copies, but were later submitted digitally. The physical production books are stored offsite and the digital production books are stored in the College's preservation repository.
The media components consist of U-matic tapes, VHS tapes, CDs, DVDs, and Blu-rays and changed to digital submissions in 2020. There are also a handful of audiocassette tapes and one USB. The media components are stored onsite at the Archives.
Dates
- 2020
Creator
- Lin, Kimberly R. (Person)
Conditions Governing Use
The thesis is restricted due to the Family Educational Rights and Privacy Act (FERPA), permission from the author is required before you can view the thesis
Extent
30 pages (30 pages)
Language of Materials
From the record group: English
From the record group: Chinese
From the record group: Spanish; Castilian
Overview
"Throughout typical development, children rely on perceptual, social, and linguistic cues to learn words (Hollich, Hirsh-Pasek, & Golinkoff, 2000). Imageability quantifies the perceptual salience of a word as the ease in which it evokes a mental image. While imageability is a strong predictor for word acquisition in typically developing (TD) children, little is known about the effects of imageability in children with autism spectrum disorder (ASD). This study uses secondary data analyses to investigate the relationship between imageability and early productive vocabulary in children with ASD. Similar to their TD peers, children with ASD utilize imageability for word learning; however, the extent to which imageability is correlated with productive vocabulary is variable across word class and diagnostic group. Our findings identify imageability as a key lexicosemantic feature for noun and verb acquisition in children with ASD and provide a basis for exploring the use of multisensory language learning strategies." -- Abstract
Physical Location
RG 010.02B Communication Sciences & Disorders
Physical Description
30 pages
Repository Details
Part of the Emerson College Archives and Special Collections Repository
Walker Building, Room 223
120 Boylston Street
Boston Massachusetts 02116 United States
(617) 824-8301
archives@emerson.edu