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Related Experiment Video

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Vocabulary development in autistic children: a network growth analysis.

Eileen Haebig1, Stanley West2, Christopher R Cox2

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Journal of Child Psychology and Psychiatry, and Allied Disciplines
|November 12, 2025
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Summary

Autistic and non-autistic children learn new words similarly by using the semantic structure of their environment. Both groups benefit from words connected to previously learned vocabulary, showing overlapping learning processes.

Keywords:
Autismsemantic network modelingword learning

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Area of Science:

  • Developmental Psychology
  • Computational Linguistics
  • Neurodevelopmental Disorders

Background:

  • Autistic children often exhibit delayed expressive vocabulary development.
  • Early word learning processes in autism are not well understood.
  • This study investigates vocabulary acquisition in autistic and non-autistic children.

Purpose of the Study:

  • To compare network growth models in explaining vocabulary acquisition trajectories.
  • To analyze early word learning in autistic and non-autistic children.
  • To identify similarities and differences in vocabulary development.

Main Methods:

  • Utilized item-level data from child vocabulary checklists for 721 autistic children and 2,166 non-autistic toddlers.
  • Estimated vocabulary growth trajectories and assessed model fit using network growth models.
  • Computed word-level acquisition norms and evaluated model performance based on semantic structure and word associations.

Main Results:

  • Word-level acquisition norms proved useful, especially when age-based norms are unavailable for neurodivergent populations.
  • Network growth models explained comparable variance in vocabulary acquisition for both autistic and non-autistic children.
  • Both groups showed a bias towards learning words connected to previously acquired vocabulary, with an additional boost from environmental word connections.

Conclusions:

  • Autistic and non-autistic children preferentially acquire words by utilizing the semantic structure of their learning environment.
  • Theoretical models of vocabulary growth show significant overlap between autistic and non-autistic developmental trajectories.
  • Findings suggest a shared underlying mechanism in leveraging semantic networks for word learning.