LOGIN TO YOUR ACCOUNT

Username
Password
Remember Me
Or use your Academic/Social account:

CREATE AN ACCOUNT

Or use your Academic/Social account:

Congratulations!

You have just completed your registration at OpenAire.

Before you can login to the site, you will need to activate your account. An e-mail will be sent to you with the proper instructions.

Important!

Please note that this site is currently undergoing Beta testing.
Any new content you create is not guaranteed to be present to the final version of the site upon release.

Thank you for your patience,
OpenAire Dev Team.

Close This Message

CREATE AN ACCOUNT

Name:
Username:
Password:
Verify Password:
E-mail:
Verify E-mail:
*All Fields Are Required.
Please Verify You Are Human:
fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Gliga, Teodora; Elsabbagh, Mayada; Hudry, K.; Charman, T.; Johnson, Mark H. (2012)
Publisher: Wiley
Languages: English
Types: Article
Subjects: psyc

Classified by OpenAIRE into

mesheuropmc: genetic structures, education
We investigated gaze following abilities as a prerequisite for word learning, in a population expected to manifest a wide range of individual variability – children with a family history of autism. Three-year-olds with or without a family history of autism took part in a word-learning task that required following gaze to find the correct referent of a novel word. Using an eye-tracker to monitor children’s gaze behavior we show that the ability to follow an adult’s gaze was necessary but not sufficient for successful word learning. Those children that had poor social and communicative skills could follow gaze to the correct object, but did not then learn the word associated with that object. These findings shed light on the conditions that lead to successful or less successful word learning in typical and atypical populations.
  • No references.
  • No related research data.
  • No similar publications.

Share - Bookmark

Funded by projects

Cite this article