The shape bias—generalising labels to same shaped objects—has been linked to attentional learning or referential intent. We explore these origins in children with typical development (TD), autism spectrum disorders (ASD) and other developmental disorders (DD). In two conditions, a novel object was presented and either named or described. Children selected another from a shape, colour or texture match. TD children choose the shape match in both conditions, children with DD and ‘high-verbal mental age’ (VMA) children with ASD (language age > 4.6) did so in the name condition and ‘low-VMA’ children with ASD never showed the heuristic. Thus, the shape bias arises from attentional learning in atypically developing children and is delayed in ASD.
The authors wish to thank the six day nurseries, three mainstream schools, fourteen specialist schools, one ASD unit within a mainstream school and two parental support groups who kindly allowed the study to take place within their setting. Thanks also go to the parents who consented for their children to participate in the research and, of course, the children themselves for taking part. Finally, thank you to Dave Gaskell for help with creating the shape bias stimuli. This study was conducted as part of the first author's doctoral research.