Linguistic and Non-Linguistic Semantic Processing in Individuals with Autism Spectrum Disorders: An ERP Study / Emily L. CODERRE in Journal of Autism and Developmental Disorders, 47-3 (March 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-3 (March 2017) . - p.795-812 Titre : Linguistic and Non-Linguistic Semantic Processing in Individuals with Autism Spectrum Disorders: An ERP Study Type de document : Texte imprimé et/ou numérique Auteurs : Emily L. CODERRE, Auteur ; Mariya CHERNENOK, Auteur ; Barry GORDON, Auteur ; Kerry LEDOUX, Auteur Article en page(s) : p.795-812 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Semantic processing  ERP  Language  Pictures Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASD) experience difficulties with language, particularly higher-level functions like semantic integration. Yet some studies indicate that semantic processing of non-linguistic stimuli is not impaired, suggesting a language-specific deficit in semantic processing. Using a semantic priming task, we compared event-related potentials (ERPs) in response to lexico-semantic processing (written words) and visuo-semantic processing (pictures) in adults with ASD and adults with typical development (TD). The ASD group showed successful lexico-semantic and visuo-semantic processing, indicated by similar N400 effects between groups for word and picture stimuli. However, differences in N400 latency and topography in word conditions suggested different lexico-semantic processing mechanisms: an expectancy-based strategy for the TD group but a controlled post-lexical integration strategy for the ASD group. En ligne : http://dx.doi.org/10.1007/s10803-016-2985-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] Linguistic and Non-Linguistic Semantic Processing in Individuals with Autism Spectrum Disorders: An ERP Study [Texte imprimé et/ou numérique] / Emily L. CODERRE, Auteur ; Mariya CHERNENOK, Auteur ; Barry GORDON, Auteur ; Kerry LEDOUX, Auteur . - p.795-812. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-3 (March 2017) . - p.795-812 Mots-clés : Autism spectrum disorders  Semantic processing  ERP  Language  Pictures Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASD) experience difficulties with language, particularly higher-level functions like semantic integration. Yet some studies indicate that semantic processing of non-linguistic stimuli is not impaired, suggesting a language-specific deficit in semantic processing. Using a semantic priming task, we compared event-related potentials (ERPs) in response to lexico-semantic processing (written words) and visuo-semantic processing (pictures) in adults with ASD and adults with typical development (TD). The ASD group showed successful lexico-semantic and visuo-semantic processing, indicated by similar N400 effects between groups for word and picture stimuli. However, differences in N400 latency and topography in word conditions suggested different lexico-semantic processing mechanisms: an expectancy-based strategy for the TD group but a controlled post-lexical integration strategy for the ASD group. En ligne : http://dx.doi.org/10.1007/s10803-016-2985-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

Procedural Learning of a Visual Sequence in Individuals With Autism / Barry GORDON in Focus on Autism and Other Developmental Disabilities, 22-1 (Spring 2007)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 22-1 (Spring 2007) . - p.14-22 Titre : Procedural Learning of a Visual Sequence in Individuals With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Barry GORDON, Auteur ; Shauna STARK, Auteur Année de publication : 2007 Article en page(s) : p.14-22 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Implicit sequence learning, as measured using the sequential reaction time (SRT) task paradigm originally introduced by Nissen & Bullemer (1987), has been reported to be impaired in high-functioning individuals with autism (Mostofsky, Goldberg, Landa, & Denckla, 2000). We reasoned that increased exposure to the sequence may particularly benefit individuals with autism, especially those who are lower functioning. Seven individuals with autism participated in six training and test sessions of an eight-length SRT task (Experiment 1), and 5 performed a four-length SRT task (Experiment 2). Sequence learned was demonstrated at a group level on the eight-length sequence, and on an individual basis with the four-length sequence. These data demonstrate that individuals with autism, even those who are lower functioning, are capable of learning an implicit sequence with increased behavioral training. Implications for these findings are discussed. En ligne : http://dx.doi.org/10.1177/10883576070220010201 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=680 [article] Procedural Learning of a Visual Sequence in Individuals With Autism [Texte imprimé et/ou numérique] / Barry GORDON, Auteur ; Shauna STARK, Auteur . - 2007 . - p.14-22. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 22-1 (Spring 2007) . - p.14-22 Index. décimale : PER Périodiques Résumé : Implicit sequence learning, as measured using the sequential reaction time (SRT) task paradigm originally introduced by Nissen & Bullemer (1987), has been reported to be impaired in high-functioning individuals with autism (Mostofsky, Goldberg, Landa, & Denckla, 2000). We reasoned that increased exposure to the sequence may particularly benefit individuals with autism, especially those who are lower functioning. Seven individuals with autism participated in six training and test sessions of an eight-length SRT task (Experiment 1), and 5 performed a four-length SRT task (Experiment 2). Sequence learned was demonstrated at a group level on the eight-length sequence, and on an individual basis with the four-length sequence. These data demonstrate that individuals with autism, even those who are lower functioning, are capable of learning an implicit sequence with increased behavioral training. Implications for these findings are discussed. En ligne : http://dx.doi.org/10.1177/10883576070220010201 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=680

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