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Context Blindness in Autism Spectrum Disorder: Not Using the Forest to See the Trees as Trees / Peter VERMEULEN in Focus on Autism and Other Developmental Disabilities, 30-3 (September 2015)
[article]
Titre : Context Blindness in Autism Spectrum Disorder: Not Using the Forest to See the Trees as Trees Type de document : Texte imprimé et/ou numérique Auteurs : Peter VERMEULEN, Auteur Article en page(s) : p.182-192 Langues : Anglais (eng) Mots-clés : autism autism spectrum disorder cognition context Index. décimale : PER Périodiques Résumé : Because of the importance of contextual sensitivity in several cognitive processes that are affected in autism spectrum disorder (ASD), such as social cognition, understanding of language, or cognitive shifting, we argue that a lack of contextual sensitivity or “context blindness” should be given more attention in a neurocognitive account of ASD. Context blindness emphasizes an aspect of the central coherence hypothesis developed by Uta Frith that has been largely overlooked in both literature and scientific research, namely, the ability to use context in sense making. In this article, we will define context blindness, describe how it can explain some of the cognitive and behavioral characteristics of ASD, and explore its relationship with the other neurocognitive theories of ASD (theory of mind, empathizing–systemizing, and executive function). En ligne : http://dx.doi.org/10.1177/1088357614528799 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266
in Focus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.182-192[article] Context Blindness in Autism Spectrum Disorder: Not Using the Forest to See the Trees as Trees [Texte imprimé et/ou numérique] / Peter VERMEULEN, Auteur . - p.182-192.
Langues : Anglais (eng)
in Focus on Autism and Other Developmental Disabilities > 30-3 (September 2015) . - p.182-192
Mots-clés : autism autism spectrum disorder cognition context Index. décimale : PER Périodiques Résumé : Because of the importance of contextual sensitivity in several cognitive processes that are affected in autism spectrum disorder (ASD), such as social cognition, understanding of language, or cognitive shifting, we argue that a lack of contextual sensitivity or “context blindness” should be given more attention in a neurocognitive account of ASD. Context blindness emphasizes an aspect of the central coherence hypothesis developed by Uta Frith that has been largely overlooked in both literature and scientific research, namely, the ability to use context in sense making. In this article, we will define context blindness, describe how it can explain some of the cognitive and behavioral characteristics of ASD, and explore its relationship with the other neurocognitive theories of ASD (theory of mind, empathizing–systemizing, and executive function). En ligne : http://dx.doi.org/10.1177/1088357614528799 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=266 Context-dependent amygdala-prefrontal connectivity in youths with autism spectrum disorder / Isaac Ray CHRISTIAN in Research in Autism Spectrum Disorders, 91 (March 2022)
[article]
Titre : Context-dependent amygdala-prefrontal connectivity in youths with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Isaac Ray CHRISTIAN, Auteur ; Michael T. LIUZZI, Auteur ; Qiongru YU, Auteur ; Maria KRYZA-LACOMBE, Auteur ; Christopher S. MONK, Auteur ; Johanna M. JARCHO, Auteur ; Jillian Lee WIGGINS, Auteur Année de publication : 2022 Article en page(s) : 101913 Langues : Anglais (eng) Mots-clés : Autism Amygdala Connectivity Faces Rest Context Index. décimale : PER Périodiques Résumé : Background The amygdala-prefrontal cortex circuit is involved in processing socio-emotional cues and may partially mediate social impairment in autism spectrum disorder (ASD). Past task-based fMRI studies in ASD indicate a mix of hypo- and hyper-connectivity in response to socio-emotional stimuli whereas resting state studies report hypoconnectivity between these regions. However, it is still unknown whether ASD-related alterations in amygdala-prefrontal circuitry are present across socio-emotional tasks and resting state contexts within the same sample or instead, depend on context. Method ASD (n?=?47) and typically developing individuals (TD; n?=?72) underwent fMRI during an implicit emotional face processing task and during rest, and whole-brain amygdala connectivity was calculated to determine patterns that differed by context and diagnosis. Results Relative to TD, the ASD group demonstrated weaker left amygdala connectivity with the medial frontal gyrus and the left superior frontal gyrus during rest, but stronger connectivity during task. Furthermore, across both contexts, ASD vs. TD had stronger right amygdala connectivity with the left insula/superior temporal gyrus. Conclusion Findings suggest some alterations in amygdala connectivity of ASD may depend on context while others are pervasive across task and rest conditions. Understanding context-dependent brain alterations in ASD may help disambiguate the mechanisms subserving social impairment and provide targets for treatment. En ligne : https://doi.org/10.1016/j.rasd.2021.101913 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458
in Research in Autism Spectrum Disorders > 91 (March 2022) . - 101913[article] Context-dependent amygdala-prefrontal connectivity in youths with autism spectrum disorder [Texte imprimé et/ou numérique] / Isaac Ray CHRISTIAN, Auteur ; Michael T. LIUZZI, Auteur ; Qiongru YU, Auteur ; Maria KRYZA-LACOMBE, Auteur ; Christopher S. MONK, Auteur ; Johanna M. JARCHO, Auteur ; Jillian Lee WIGGINS, Auteur . - 2022 . - 101913.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 91 (March 2022) . - 101913
Mots-clés : Autism Amygdala Connectivity Faces Rest Context Index. décimale : PER Périodiques Résumé : Background The amygdala-prefrontal cortex circuit is involved in processing socio-emotional cues and may partially mediate social impairment in autism spectrum disorder (ASD). Past task-based fMRI studies in ASD indicate a mix of hypo- and hyper-connectivity in response to socio-emotional stimuli whereas resting state studies report hypoconnectivity between these regions. However, it is still unknown whether ASD-related alterations in amygdala-prefrontal circuitry are present across socio-emotional tasks and resting state contexts within the same sample or instead, depend on context. Method ASD (n?=?47) and typically developing individuals (TD; n?=?72) underwent fMRI during an implicit emotional face processing task and during rest, and whole-brain amygdala connectivity was calculated to determine patterns that differed by context and diagnosis. Results Relative to TD, the ASD group demonstrated weaker left amygdala connectivity with the medial frontal gyrus and the left superior frontal gyrus during rest, but stronger connectivity during task. Furthermore, across both contexts, ASD vs. TD had stronger right amygdala connectivity with the left insula/superior temporal gyrus. Conclusion Findings suggest some alterations in amygdala connectivity of ASD may depend on context while others are pervasive across task and rest conditions. Understanding context-dependent brain alterations in ASD may help disambiguate the mechanisms subserving social impairment and provide targets for treatment. En ligne : https://doi.org/10.1016/j.rasd.2021.101913 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=458 Can Children with Autism Spectrum Disorders Learn New Vocabulary From Linguistic Context? / Rebecca LUCAS in Journal of Autism and Developmental Disorders, 47-7 (July 2017)
[article]
Titre : Can Children with Autism Spectrum Disorders Learn New Vocabulary From Linguistic Context? Type de document : Texte imprimé et/ou numérique Auteurs : Rebecca LUCAS, Auteur ; Louisa THOMAS, Auteur ; Courtenay F. NORBURY, Auteur Article en page(s) : p.2205-2216 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Language impairment Vocabulary instruction Word learning Context Index. décimale : PER Périodiques Résumé : This study investigated whether children with autism spectrum disorders (ASD) can learn vocabulary from linguistic context. Thirty-five children with ASD (18 with age-appropriate structural language; 17 with language impairment [ALI]) and 29 typically developing peers were taught 20 Science words. Half were presented in linguistic context from which meaning could be inferred, whilst half were accompanied by an explicit definition. Children with ASD were able to learn from context. Condition did not influence phonological learning, but receptive semantic knowledge was greatest in the context condition, and expressive semantic knowledge greatest in the definitional condition. The ALI group learnt less than their peers. This suggests that at least some vocabulary should be taught explicitly, and children with ALI may need additional tuition. En ligne : https://doi.org/10.1007/s10803-017-3151-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314
in Journal of Autism and Developmental Disorders > 47-7 (July 2017) . - p.2205-2216[article] Can Children with Autism Spectrum Disorders Learn New Vocabulary From Linguistic Context? [Texte imprimé et/ou numérique] / Rebecca LUCAS, Auteur ; Louisa THOMAS, Auteur ; Courtenay F. NORBURY, Auteur . - p.2205-2216.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-7 (July 2017) . - p.2205-2216
Mots-clés : Autism spectrum disorder Language impairment Vocabulary instruction Word learning Context Index. décimale : PER Périodiques Résumé : This study investigated whether children with autism spectrum disorders (ASD) can learn vocabulary from linguistic context. Thirty-five children with ASD (18 with age-appropriate structural language; 17 with language impairment [ALI]) and 29 typically developing peers were taught 20 Science words. Half were presented in linguistic context from which meaning could be inferred, whilst half were accompanied by an explicit definition. Children with ASD were able to learn from context. Condition did not influence phonological learning, but receptive semantic knowledge was greatest in the context condition, and expressive semantic knowledge greatest in the definitional condition. The ALI group learnt less than their peers. This suggests that at least some vocabulary should be taught explicitly, and children with ALI may need additional tuition. En ligne : https://doi.org/10.1007/s10803-017-3151-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314 Adults with autism spectrum condition have atypical perception of ambiguous figures when bottom-up and top-down interactions are incongruous / M. INTAITE in Autism, 23-5 (July 2019)
[article]
Titre : Adults with autism spectrum condition have atypical perception of ambiguous figures when bottom-up and top-down interactions are incongruous Type de document : Texte imprimé et/ou numérique Auteurs : M. INTAITE, Auteur ; Alexandra Livia GEORGESCU, Auteur ; V. NOREIKA, Auteur ; M. A. VON SALDERN, Auteur ; Kai VOGELEY, Auteur ; C. M. FALTER-WAGNER, Auteur Article en page(s) : p.1133-1142 Langues : Anglais (eng) Mots-clés : adaptation ambiguous figures autistic spectrum condition context Index. décimale : PER Périodiques Résumé : We examined the perception of an ambiguous squares stimulus evoking bistable perception in a sample of 31 individuals with autistic spectrum condition and 22 matched typical adults. The perception of the ambiguous figure was manipulated by adaptation to unambiguous figures and/or by placing the ambiguous figure into a context of unambiguous figures. This resulted in four conditions testing the independent and combined (congruent and incongruent) manipulations of adaptation (bottom-up) and spatial context (top-down) effects. The strength of perception, as measured by perception of the first reported orientation of the ambiguous stimulus, was affected comparably between groups. Nevertheless, the strength of perception, as measured by perceptual durations, was affected differently between groups: the perceptual effect was strongest for the autistic spectrum condition group when combined bottom-up and top-down conditions were congruent. In contrast, the strength of the perceptual effect in response to the same condition in the typical adults group was comparable to the adaptation, but stronger than both the context and the incongruent combined bottom-up and top-down conditions. Furthermore, the context condition was stronger than the incongruent combined bottom-up and top-down conditions for the typical adults group. Thus, our findings support the view of stimulus-specific top-down modulation in autistic spectrum condition. En ligne : http://dx.doi.org/10.1177/1362361318782221 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401
in Autism > 23-5 (July 2019) . - p.1133-1142[article] Adults with autism spectrum condition have atypical perception of ambiguous figures when bottom-up and top-down interactions are incongruous [Texte imprimé et/ou numérique] / M. INTAITE, Auteur ; Alexandra Livia GEORGESCU, Auteur ; V. NOREIKA, Auteur ; M. A. VON SALDERN, Auteur ; Kai VOGELEY, Auteur ; C. M. FALTER-WAGNER, Auteur . - p.1133-1142.
Langues : Anglais (eng)
in Autism > 23-5 (July 2019) . - p.1133-1142
Mots-clés : adaptation ambiguous figures autistic spectrum condition context Index. décimale : PER Périodiques Résumé : We examined the perception of an ambiguous squares stimulus evoking bistable perception in a sample of 31 individuals with autistic spectrum condition and 22 matched typical adults. The perception of the ambiguous figure was manipulated by adaptation to unambiguous figures and/or by placing the ambiguous figure into a context of unambiguous figures. This resulted in four conditions testing the independent and combined (congruent and incongruent) manipulations of adaptation (bottom-up) and spatial context (top-down) effects. The strength of perception, as measured by perception of the first reported orientation of the ambiguous stimulus, was affected comparably between groups. Nevertheless, the strength of perception, as measured by perceptual durations, was affected differently between groups: the perceptual effect was strongest for the autistic spectrum condition group when combined bottom-up and top-down conditions were congruent. In contrast, the strength of the perceptual effect in response to the same condition in the typical adults group was comparable to the adaptation, but stronger than both the context and the incongruent combined bottom-up and top-down conditions. Furthermore, the context condition was stronger than the incongruent combined bottom-up and top-down conditions for the typical adults group. Thus, our findings support the view of stimulus-specific top-down modulation in autistic spectrum condition. En ligne : http://dx.doi.org/10.1177/1362361318782221 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401 Gaze to faces across interactive contexts in infants at heightened risk for autism / D. N. GANGI in Autism, 22-6 (August 2018)
[article]
Titre : Gaze to faces across interactive contexts in infants at heightened risk for autism Type de document : Texte imprimé et/ou numérique Auteurs : D. N. GANGI, Auteur ; A. J. SCHWICHTENBERG, Auteur ; A. M. IOSIF, Auteur ; Gregory S. YOUNG, Auteur ; F. BAGUIO, Auteur ; S. OZONOFF, Auteur Article en page(s) : p.763-768 Langues : Anglais (eng) Mots-clés : context eye gaze high-risk siblings social partner Index. décimale : PER Périodiques Résumé : Infant social-communicative behavior, such as gaze to the face of an interactive partner, is an important early developmental skill. Children with autism spectrum disorder exhibit atypicalities in social-communicative behavior, including gaze and eye contact. Behavioral differences in infancy may serve as early markers of autism spectrum disorder and help identify individuals at highest risk for developing the disorder. Researchers often assess social-communicative behavior in a single interactive context, such as during assessment with an unfamiliar examiner or play with a parent. Understanding whether infant behavior is consistent across such contexts is important for evaluating the validity of experimental paradigms and the generalizability of findings from one interactive context/partner to another. We examined infant gaze to the face of a social partner at 6, 9, and 12 months of age in infants who were later diagnosed with autism spectrum disorder, as well as low- and high-risk infants without autism spectrum disorder outcomes, across two interactive contexts: structured testing with an unfamiliar examiner and semi-structured play with a parent. By 9 months, infant gaze behavior was significantly associated between the two contexts. By 12 months, infants without autism spectrum disorder outcomes exhibited higher mean rates of gaze to faces during parent-child play than Mullen testing, while the gaze behavior of the autism spectrum disorder group did not differ by context-suggesting that infants developing autism spectrum disorder may be less sensitive to context or interactive partner. Findings support the validity of assessing infant social-communicative behavior during structured laboratory settings and suggest that infant behavior exhibits consistency across settings and interactive partners. En ligne : http://dx.doi.org/10.1177/1362361317704421 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=366
in Autism > 22-6 (August 2018) . - p.763-768[article] Gaze to faces across interactive contexts in infants at heightened risk for autism [Texte imprimé et/ou numérique] / D. N. GANGI, Auteur ; A. J. SCHWICHTENBERG, Auteur ; A. M. IOSIF, Auteur ; Gregory S. YOUNG, Auteur ; F. BAGUIO, Auteur ; S. OZONOFF, Auteur . - p.763-768.
Langues : Anglais (eng)
in Autism > 22-6 (August 2018) . - p.763-768
Mots-clés : context eye gaze high-risk siblings social partner Index. décimale : PER Périodiques Résumé : Infant social-communicative behavior, such as gaze to the face of an interactive partner, is an important early developmental skill. Children with autism spectrum disorder exhibit atypicalities in social-communicative behavior, including gaze and eye contact. Behavioral differences in infancy may serve as early markers of autism spectrum disorder and help identify individuals at highest risk for developing the disorder. Researchers often assess social-communicative behavior in a single interactive context, such as during assessment with an unfamiliar examiner or play with a parent. Understanding whether infant behavior is consistent across such contexts is important for evaluating the validity of experimental paradigms and the generalizability of findings from one interactive context/partner to another. We examined infant gaze to the face of a social partner at 6, 9, and 12 months of age in infants who were later diagnosed with autism spectrum disorder, as well as low- and high-risk infants without autism spectrum disorder outcomes, across two interactive contexts: structured testing with an unfamiliar examiner and semi-structured play with a parent. By 9 months, infant gaze behavior was significantly associated between the two contexts. By 12 months, infants without autism spectrum disorder outcomes exhibited higher mean rates of gaze to faces during parent-child play than Mullen testing, while the gaze behavior of the autism spectrum disorder group did not differ by context-suggesting that infants developing autism spectrum disorder may be less sensitive to context or interactive partner. Findings support the validity of assessing infant social-communicative behavior during structured laboratory settings and suggest that infant behavior exhibits consistency across settings and interactive partners. En ligne : http://dx.doi.org/10.1177/1362361317704421 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=366 Increased Eye Contact During Conversation Compared to Play in Children With Autism / Rebecca M. JONES in Journal of Autism and Developmental Disorders, 47-3 (March 2017)
PermalinkIntact recognition, but attenuated adaptation, for biological motion in youth with autism spectrum disorder / Jeroen J. A. VAN BOXTEL in Autism Research, 9-10 (October 2016)
PermalinkSocial and non-social sensory responsivity in toddlers at high-risk for autism spectrum disorder / J. GUNDERSON in Autism Research, 14-10 (October 2021)
PermalinkAnnual Research Review: What is resilience within the social ecology of human development? / Michael UNGAR in Journal of Child Psychology and Psychiatry, 54-4 (April 2013)
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