Categorical induction abilities are robust in typically developing (TD) preschoolers, while children with Autism Spectrum Disorders (ASD) frequently perform inconsistently on tasks asking for the transference of traits from a known category member to a new example based on shared category membership. Here, TD five-year-olds and six-year-olds with ASD participated in a categorical induction task; the TD children performed significantly better and more consistently than the children with ASD. Concurrent verbal and nonverbal tests were not significant correlates; however, the TD children's shape bias performance at two years of age was significantly positively predictive of categorical induction performance at age five. The shape bias, the tendency to extend a novel label to other objects of the same shape during word learning, appears linked with categorical induction ability in TD children, suggesting a common underlying skill and consistent developmental trajectory. Word learning and categorical induction appear uncoupled in children with ASD.

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分类归纳变异性揭示了典型和非典型发展的哪些方面

分类归纳能力在典型发育（TD）的学龄前儿童中是强大的，而患有自闭症谱系障碍（ASD）的儿童在要求将特征从已知类别成员转移到基于共享类别成员的新示例的任务中经常表现不一致。在这里，患有 ASD 的 TD 5 岁和 6 岁儿童参与了分类归纳任务；TD儿童的表现明显好于自闭症儿童。同时进行的语言和非语言测试没有显着相关性；然而，TD 儿童在 2 岁时的形状偏差表现显着正向预测 5 岁时的分类归纳表现。形状偏差，在单词学习期间将新标签扩展到相同形状的其他对象的趋势，似乎与 TD 儿童的分类归纳能力有关，表明共同的潜在技能和一致的发展轨迹。自闭症儿童的单词学习和分类归纳似乎脱节。