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Related Concept Videos

Language Development01:22

Language Development

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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
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Autism Spectrum Disorder01:19

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Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
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Language and Cognition01:27

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Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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Attention-Deficit/Hyperactivity Disorder01:30

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
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Related Experiment Video

Updated: Apr 28, 2026

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism
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Attention and word learning in autistic, language delayed and typically developing children.

Elena J Tenenbaum1, Dima Amso2, Beau Abar3

  • 1Brown Center for the Study of Children at Risk, Women and Infants Hospital Providence, RI, USA.

Frontiers in Psychology
|June 7, 2014
PubMed
Summary

Children with autism and typically developing children show better language skills when they focus on a speaker's mouth. This attention pattern differs in language-delayed children, suggesting unique causes for speech delays.

Keywords:
attention to facesautism spectrum disorderseye trackinglanguage developmentword learning

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Area of Science:

  • Developmental Psychology
  • Neurodevelopmental Disorders
  • Speech and Language Pathology

Background:

  • Social attention patterns predict language development in typically developing infants.
  • Understanding attention in autistic and language-delayed children is crucial for early intervention.
  • Previous research highlights the link between social attention and language acquisition.

Purpose of the Study:

  • To investigate the relationship between attention patterns and early word learning in autistic, language-delayed, and typically developing children.
  • To determine how eye movements to faces and objects correlate with language abilities.
  • To explore potential differences in attention mechanisms underlying language delays across developmental groups.

Main Methods:

  • Tracking eye movements of children while they watched educational videos.
  • Measuring word-object recognition after video exposure.
  • Utilizing standardized language development assessments.
  • Analyzing correlations between attention to specific facial features (mouth, eyes) and language outcomes.

Main Results:

  • Increased attention to the speaker's mouth correlated with higher language development scores in autistic and typically developing children.
  • This association was age-mediated in typically developing children but not in autistic children.
  • For language-delayed children, attention to the mouth showed a negative correlation with language learning after controlling for age.
  • Attention to the speaker's mouth and eyes predicted faster word recognition in autistic children.

Conclusions:

  • Aberrant social attention may contribute to language delays in children with autism.
  • The mechanisms driving language delays in autistic children may differ from those in language-delayed children without autism.
  • Targeting social attention could be a potential therapeutic avenue for improving language outcomes in autism.