Advancing knowledge of human development, developmental disabilities, and neurodegenerative diseases.
Help us learn about how well eye gaze methods work to measure word knowledge in children who have severe motor and communication difficulties.
During word learning moments, toddlers experience labels and objects in particular environments. Do toddlers learn words better when the physical environment creates contrasts between objects with different labels?
Eye-gaze methods offer numerous advantages for studying cognitive processes in children with autism spectrum disorder (ASD), but data loss may threaten the validity and generalizability of results. Some eye-gaze systems may be more vulnerable to data loss than others, but to our knowledge, this issue has not been empirically investigated. In the current study, we asked whether automatic eye-tracking and manual gaze coding produce different rates of data loss or different results in a group of 51 toddlers with ASD.
