Sudha Arunachalam

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We tested the ability of Alzheimer's patients and elderly controls to name living and non-living nouns, and manner and instrument verbs. Patients' error patterns and relative performance with different categories showed evidence of graceful degradation for both nouns and verbs, with particular domain-specific impairments for living nouns and instrument(More)
Research on autism spectrum disorders (ASD) has rapidly expanded in recent years, yielding important developments in both theory and practice. While we have gained important insights into how children with ASD differ from typically developing (TD) children in terms of phenotypic features, less has been learned about if and how development in ASD differs(More)
Studies of semantic impairment in Alzheimer's disease (AD) have yielded conflicting results, some finding evidence of considerable deficits, others finding that semantic knowledge is relatively intact. How do we reconcile findings from picture naming tasks that seem to indicate semantic impairment in AD with results from certain sorting tasks that suggest(More)
Children represent a potentially crucial user segment for conversational interfaces. Computer systems interacting with children need to be tailored for these users so that they will understand child intent and so that the child will have a positive and successful experience with the system. This study focuses on discourse analysis of spoken-language(More)
For decades, a spirited debate has existed over whether infants' remarkable capacity to learn words is shaped primarily by universal features of human language or by specific featuers of the particulare native language they are acquiring. A strong focus for this debate has been a well-documented difference in early word learning: Infants' success in(More)
By two years of age, toddlers are adept at recruiting social, observational, and linguistic cues to discover the meanings of words. Here, we ask how they fare in impoverished contexts in which linguistic cues are provided, but no social or visual information is available. Novel verbs are presented in a stream of syntactically informative sentences, but the(More)
Linguistic and conceptual development converge crucially in the process of early word learning. Acquiring a new word requires the child to identify a conceptual unit, identify a linguistic unit, and establish a mapping between them. On the conceptual side, the child has to not only identify the relevant part of the scene being labeled, but also isolate a(More)
To explore how being at high risk for autism spectrum disorder (ASD), based on having an older sibling diagnosed with ASD, affects word comprehension and language processing speed, 18-, 24- and 36-month-old children, at high and low risk for ASD were tested in a cross- sectional study, on an eye gaze measure of receptive language that measured how(More)
Decades of research have documented that young word learners have more difficulty learning verbs than nouns. Nonetheless, recent evidence has uncovered conditions under which children as young as 24 months succeed. Here, we focus in on the kind of linguistic information that undergirds 24-month-olds' success. We introduced 24-month-olds to novel words(More)