| Title |
Do Children with Autism Spectrum Disorder Benefit from Structural Alignment When Constructing Categories?
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, April 2018
|
| DOI | 10.1007/s10803-018-3551-8 |
| Pubmed ID | |
| Authors |
Simon Snape, Andrea Krott, Joseph P. McCleery |
| Abstract |
Individuals with ASD seem to construct categories via processes different to typically developing individuals. We examined whether individuals with ASD engage in structural alignment of exemplars when constructing categories. We taught children with ASD and typically developing children novel nouns for either single or multiple exemplars, and then examined their extensions of the learned nouns to objects that were either a perceptual or conceptual match to the original exemplar(s). Results indicated that, unlike typically developing participants, those with ASD gained no benefit from seeing multiple exemplars of the category and, thus, did not appear to engage in structural alignment in their formation of categories. However, they demonstrated superior performance compared to typically developing children when presented with a single exemplar. |
X Demographics
The data shown below were collected from the profiles of 3 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United Kingdom | 1 | 33% |
| Unknown | 2 | 67% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 3 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 44 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 44 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Bachelor | 9 | 20% |
| Student > Master | 6 | 14% |
| Researcher | 5 | 11% |
| Student > Ph. D. Student | 5 | 11% |
| Student > Doctoral Student | 4 | 9% |
| Other | 2 | 5% |
| Unknown | 13 | 30% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 16 | 36% |
| Social Sciences | 4 | 9% |
| Arts and Humanities | 2 | 5% |
| Neuroscience | 2 | 5% |
| Medicine and Dentistry | 2 | 5% |
| Other | 3 | 7% |
| Unknown | 15 | 34% |
Attention Score in Context
This research output has an Altmetric Attention Score of 2. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 08 April 2018.
All research outputs
#14,723,294
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#3,616
of 5,240 outputs
Outputs of similar age
#183,643
of 332,330 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#72
of 98 outputs
Altmetric has tracked 23,867,274 research outputs across all sources so far. This one is in the 37th percentile – i.e., 37% of other outputs scored the same or lower than it.
So far Altmetric has tracked 5,240 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.2. This one is in the 29th percentile – i.e., 29% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 332,330 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 43rd percentile – i.e., 43% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 98 others from the same source and published within six weeks on either side of this one. This one is in the 24th percentile – i.e., 24% of its contemporaries scored the same or lower than it.