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High-probability grants
According to our matching algorithm, Rhiannon J. Luyster is the likely recipient of the following grants.
| Years |
Recipients |
Code |
Title / Keywords |
Matching
score |
| 2005 — 2006 |
Luyster, Rhiannon Janet |
F31Activity Code Description:
To provide predoctoral individuals with supervised research training in specified health and health-related areas leading toward the research degree (e.g., Ph.D.). |
Word Learning in Children With Autism Spectrum Disorders @ University of Michigan At Ann Arbor
DESCRIPTION (provided by applicant): The proposal is for predoctoral training for Rhiannon Luyster, currently a second year graduate student in developmental psychology and a member of the Development, Psychopathology and Mental Health certificate program at the University of Michigan. The research plan is for a cross-sectional study of the very early stages of language comprehension in young children with autistic spectrum disorders (ASD), other developmental delays and typical development. Three quasi-natural tasks will be used to contrast cognitive and social explanatory theories concerning processes in early language learning: a task measuring children's use of social cues mapping new labels, a task assessing the role of mutual exclusivity constraints on "fast-mapping" of new words, and a task that assesses children's generalization of new words. Children's performance on these tasks will be related to other measures of social skills, cognitive ability and communication. Understanding the components of early comprehension in children with ASD and language-related delays will have direct implications for interventions and may be useful to eventual neurobiological models of the information-processing deficits that underlie autism and language disorder.
|
1 |
| 2020 — 2021 |
Arunachalam, Sudha [⬀]
Luyster, Rhiannon Janet |
R01Activity Code Description:
To support a discrete, specified, circumscribed project to be performed by the named investigator(s) in an area representing his or her specific interest and competencies. |
Learning New Words From Overhearing in Children With Asd
PROJECT SUMMARY/ABSTRACT Most children with autism spectrum disorder (ASD) also have below-age vocabulary knowledge. These deficits are linked to their poor social communication skills. Vocabulary knowledge in the preschool years is a powerful predictor of outcomes. It is therefore crucial to understand how preschoolers with ASD can acquire new vocabulary. In the current proposal, we study how preschoolers with ASD and typically-developing (TD) children learn vocabulary in situations that place minimal demands on social communication skills to see if these can provide an alternate avenue for vocabulary instruction. Specifically, we study whether children can learn new words in overhearing contexts in which they are not directly addressed, but instead are witnesses to a conversation between two adults, one of whom introduces a new word to the other. Prior work has shown that TD children can learn new words in such situations, and there is preliminary evidence from the PI?s; work that children with ASD can as well. We also examine whether children can learn from these interactions when they take place on video, and whether they can acquire verbs and pronouns as well as nouns from these interactions. This research will shed light on the mechanisms underlying language learning in ASD and in TD and will support the development of effective language interventions.
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0.954 |