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Détail de l'auteur
Auteur Olufemi OLU-LAFE |
Documents disponibles écrits par cet auteur (2)
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Is the Ability to Integrate Parts into Wholes Affected in Autism Spectrum Disorder? / Olufemi OLU-LAFE in Journal of Autism and Developmental Disorders, 44-10 (October 2014)
[article]
Titre : Is the Ability to Integrate Parts into Wholes Affected in Autism Spectrum Disorder? Type de document : Texte imprimé et/ou numérique Auteurs : Olufemi OLU-LAFE, Auteur ; Jacqueline LIEDERMAN, Auteur ; Helen TAGER-FLUSBERG, Auteur Article en page(s) : p.2652-2660 Langues : Anglais (eng) Mots-clés : Integration of shapes Local detail Sociality Visual processing Index. décimale : PER Périodiques Résumé : There is considerable debate about whether people with autism spectrum disorder (ASD) are biased toward local information and whether this disrupts their ability to integrate two complex shapes elements into a single figure. Moreover, few have examined the relationship between integration ability and ASD symptom severity. Adolescent/adult males with ASD and age and IQ-matched controls were compared on their performance of a simple silhouette-to-shape matching task and a higher-order shape-integration task. Relative to basic silhouette-to-shape matching, ASD participants were disproportionately slower than controls on shape-integration. Moreover, this relative slowing correlated with increased symptom severity in ASD participants. These findings support the notion that integrating local information is disproportionately more challenging in ASD; this weakness may play a role in ASD symptomatology. En ligne : http://dx.doi.org/10.1007/s10803-014-2120-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241
in Journal of Autism and Developmental Disorders > 44-10 (October 2014) . - p.2652-2660[article] Is the Ability to Integrate Parts into Wholes Affected in Autism Spectrum Disorder? [Texte imprimé et/ou numérique] / Olufemi OLU-LAFE, Auteur ; Jacqueline LIEDERMAN, Auteur ; Helen TAGER-FLUSBERG, Auteur . - p.2652-2660.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-10 (October 2014) . - p.2652-2660
Mots-clés : Integration of shapes Local detail Sociality Visual processing Index. décimale : PER Périodiques Résumé : There is considerable debate about whether people with autism spectrum disorder (ASD) are biased toward local information and whether this disrupts their ability to integrate two complex shapes elements into a single figure. Moreover, few have examined the relationship between integration ability and ASD symptom severity. Adolescent/adult males with ASD and age and IQ-matched controls were compared on their performance of a simple silhouette-to-shape matching task and a higher-order shape-integration task. Relative to basic silhouette-to-shape matching, ASD participants were disproportionately slower than controls on shape-integration. Moreover, this relative slowing correlated with increased symptom severity in ASD participants. These findings support the notion that integrating local information is disproportionately more challenging in ASD; this weakness may play a role in ASD symptomatology. En ligne : http://dx.doi.org/10.1007/s10803-014-2120-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=241 Prototypical category learning in high-functioning autism / Tony VLADUSICH in Autism Research, 3-5 (October 2010)
[article]
Titre : Prototypical category learning in high-functioning autism Type de document : Texte imprimé et/ou numérique Auteurs : Tony VLADUSICH, Auteur ; Olufemi OLU-LAFE, Auteur ; Dae-Shik KIM, Auteur ; Helen TAGER-FLUSBERG, Auteur ; Stephen GROSSBERG, Auteur Année de publication : 2010 Article en page(s) : p.226-236 Langues : Anglais (eng) Mots-clés : autism category learning prototype exemplar memory attention vigilance adaptive resonance theory Index. décimale : PER Périodiques Résumé : An ongoing debate in developmental cognitive neuroscience is whether individuals with autism are able to learn prototypical category representations from multiple exemplars. Prototype learning and memory were examined in a group of high-functioning autistic boys and young men, using a classic paradigm in which participants learned to classify novel dot patterns into one of two categories. Participants were trained on distorted versions of category prototypes until they reached a criterion level of performance. During transfer testing, participants were shown the training items together with three novel stimulus sets manifesting variable levels of physical distortion (low, medium, or high distortion) relative to the unseen prototypes. Two experiments were conducted, differing only in the manner in which the physical distortions were defined. In the first experiment, a subset of autistic individuals learned categories more slowly than controls, accompanied by an overall diminution in transfer-testing performance. The autism group did, however, manifest a typical pattern of performance across the testing conditions, relative to controls. In the second experiment, group means did not differ statistically in either the training or testing phases. Taken together, these data indicate that high-functioning autistic individuals do not manifest gross deficits in prototypical category learning. A theoretical discussion is given in terms of how perceptual grouping may interact with category learning. En ligne : http://dx.doi.org/10.1002/aur.148 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=115
in Autism Research > 3-5 (October 2010) . - p.226-236[article] Prototypical category learning in high-functioning autism [Texte imprimé et/ou numérique] / Tony VLADUSICH, Auteur ; Olufemi OLU-LAFE, Auteur ; Dae-Shik KIM, Auteur ; Helen TAGER-FLUSBERG, Auteur ; Stephen GROSSBERG, Auteur . - 2010 . - p.226-236.
Langues : Anglais (eng)
in Autism Research > 3-5 (October 2010) . - p.226-236
Mots-clés : autism category learning prototype exemplar memory attention vigilance adaptive resonance theory Index. décimale : PER Périodiques Résumé : An ongoing debate in developmental cognitive neuroscience is whether individuals with autism are able to learn prototypical category representations from multiple exemplars. Prototype learning and memory were examined in a group of high-functioning autistic boys and young men, using a classic paradigm in which participants learned to classify novel dot patterns into one of two categories. Participants were trained on distorted versions of category prototypes until they reached a criterion level of performance. During transfer testing, participants were shown the training items together with three novel stimulus sets manifesting variable levels of physical distortion (low, medium, or high distortion) relative to the unseen prototypes. Two experiments were conducted, differing only in the manner in which the physical distortions were defined. In the first experiment, a subset of autistic individuals learned categories more slowly than controls, accompanied by an overall diminution in transfer-testing performance. The autism group did, however, manifest a typical pattern of performance across the testing conditions, relative to controls. In the second experiment, group means did not differ statistically in either the training or testing phases. Taken together, these data indicate that high-functioning autistic individuals do not manifest gross deficits in prototypical category learning. A theoretical discussion is given in terms of how perceptual grouping may interact with category learning. En ligne : http://dx.doi.org/10.1002/aur.148 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=115