Comparison of visual sensitivity to human and object motion in autism spectrum disorder / Martha D. KAISER in Autism Research, 3-4 (August 2010)  

Public ISBD [article]  inAutism Research > 3-4 (August 2010) . - p.191-195 Titre : Comparison of visual sensitivity to human and object motion in autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Martha D. KAISER, Auteur ; James W. TANAKA, Auteur ; Lara DELMOLINO, Auteur ; Maggie SHIFFRAR, Auteur Année de publication : 2010 Article en page(s) : p.191-195 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Successful social behavior requires the accurate detection of other people's movements. Consistent with this, typical observers demonstrate enhanced visual sensitivity to human movement relative to equally complex, nonhuman movement [e.g., Pinto & Shiffrar, 2009]. A psychophysical study investigated visual sensitivity to human motion relative to object motion in observers with autism spectrum disorder (ASD). Participants viewed point-light depictions of a moving person and, for comparison, a moving tractor and discriminated between coherent and scrambled versions of these stimuli in unmasked and masked displays. There were three groups of participants: young adults with ASD, typically developing young adults, and typically developing children. Across masking conditions, typical observers showed enhanced visual sensitivity to human movement while observers in the ASD group did not. Because the human body is an inherently social stimulus, this result is consistent with social brain theories [e.g., Pelphrey & Carter, 2008; Schultz, 2005] and suggests that the visual systems of individuals with ASD may not be tuned for the detection of socially relevant information such as the presence of another person. Reduced visual sensitivity to human movements could compromise important social behaviors including, for example, gesture comprehension. En ligne : http://dx.doi.org/10.1002/aur.137 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=109 [article] Comparison of visual sensitivity to human and object motion in autism spectrum disorder [Texte imprimé et/ou numérique] / Martha D. KAISER, Auteur ; James W. TANAKA, Auteur ; Lara DELMOLINO, Auteur ; Maggie SHIFFRAR, Auteur . - 2010 . - p.191-195. Langues : Anglais (eng) in Autism Research > 3-4 (August 2010) . - p.191-195 Index. décimale : PER Périodiques Résumé : Successful social behavior requires the accurate detection of other people's movements. Consistent with this, typical observers demonstrate enhanced visual sensitivity to human movement relative to equally complex, nonhuman movement [e.g., Pinto & Shiffrar, 2009]. A psychophysical study investigated visual sensitivity to human motion relative to object motion in observers with autism spectrum disorder (ASD). Participants viewed point-light depictions of a moving person and, for comparison, a moving tractor and discriminated between coherent and scrambled versions of these stimuli in unmasked and masked displays. There were three groups of participants: young adults with ASD, typically developing young adults, and typically developing children. Across masking conditions, typical observers showed enhanced visual sensitivity to human movement while observers in the ASD group did not. Because the human body is an inherently social stimulus, this result is consistent with social brain theories [e.g., Pelphrey & Carter, 2008; Schultz, 2005] and suggests that the visual systems of individuals with ASD may not be tuned for the detection of socially relevant information such as the presence of another person. Reduced visual sensitivity to human movements could compromise important social behaviors including, for example, gesture comprehension. En ligne : http://dx.doi.org/10.1002/aur.137 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=109

Specific impairment of face-processing abilities in children with autism spectrum disorder using the Let's Face It! skills battery / Julie M. WOLF in Autism Research, 1-6 (December 2008)  

Public ISBD [article]  inAutism Research > 1-6 (December 2008) . - p.329-340 Titre : Specific impairment of face-processing abilities in children with autism spectrum disorder using the Let's Face It! skills battery Type de document : Texte imprimé et/ou numérique Auteurs : Julie M. WOLF, Auteur ; Robert T. SCHULTZ, Auteur ; Jeffrey COCKBURN, Auteur ; Rebecca PHILLIPS, Auteur ; Martha D. KAISER, Auteur ; Carla BROWN, Auteur ; Lauren HERLIHY, Auteur ; James W. TANAKA, Auteur ; Cheryl KLAIMAN, Auteur ; Mikle SOUTH, Auteur ; James C. MCPARTLAND, Auteur Année de publication : 2008 Article en page(s) : p.329-340 Langues : Anglais (eng) Mots-clés : face-recognition object-recognition visual-perception assessment computer-based-assessment Index. décimale : PER Périodiques Résumé : Although it has been well established that individuals with autism exhibit difficulties in their face recognition abilities, it has been debated whether this deficit reflects a category-specific impairment of faces or a general perceptual bias toward the local-level information in a stimulus. In this study, the Let's Face It! Skills Battery [Tanaka & Schultz, 2008] of developmental face- and object-processing measures was administered to a large sample of children diagnosed with autism spectrum disorder (ASD) and typically developing children. The main finding was that when matched for age and IQ, individuals with ASD were selectively impaired in their ability to recognize faces across changes in orientation, expression and featural information. In a face discrimination task, ASD participants showed a preserved ability to discriminate featural and configural information in the mouth region of a face, but were compromised in their ability to discriminate featural and configural information in the eyes. On object-processing tasks, ASD participants demonstrated a normal ability to recognize automobiles across changes in orientation and a superior ability to discriminate featural and configural information in houses. These findings indicate that the face-processing deficits in ASD are not due to a local-processing bias, but reflect a category-specific impairment of faces characterized by a failure to form view-invariant face representations and discriminate information in the eye region of the face. En ligne : http://dx.doi.org/10.1002/aur.56 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=934 [article] Specific impairment of face-processing abilities in children with autism spectrum disorder using the Let's Face It! skills battery [Texte imprimé et/ou numérique] / Julie M. WOLF, Auteur ; Robert T. SCHULTZ, Auteur ; Jeffrey COCKBURN, Auteur ; Rebecca PHILLIPS, Auteur ; Martha D. KAISER, Auteur ; Carla BROWN, Auteur ; Lauren HERLIHY, Auteur ; James W. TANAKA, Auteur ; Cheryl KLAIMAN, Auteur ; Mikle SOUTH, Auteur ; James C. MCPARTLAND, Auteur . - 2008 . - p.329-340. Langues : Anglais (eng) in Autism Research > 1-6 (December 2008) . - p.329-340 Mots-clés : face-recognition object-recognition visual-perception assessment computer-based-assessment Index. décimale : PER Périodiques Résumé : Although it has been well established that individuals with autism exhibit difficulties in their face recognition abilities, it has been debated whether this deficit reflects a category-specific impairment of faces or a general perceptual bias toward the local-level information in a stimulus. In this study, the Let's Face It! Skills Battery [Tanaka & Schultz, 2008] of developmental face- and object-processing measures was administered to a large sample of children diagnosed with autism spectrum disorder (ASD) and typically developing children. The main finding was that when matched for age and IQ, individuals with ASD were selectively impaired in their ability to recognize faces across changes in orientation, expression and featural information. In a face discrimination task, ASD participants showed a preserved ability to discriminate featural and configural information in the mouth region of a face, but were compromised in their ability to discriminate featural and configural information in the eyes. On object-processing tasks, ASD participants demonstrated a normal ability to recognize automobiles across changes in orientation and a superior ability to discriminate featural and configural information in houses. These findings indicate that the face-processing deficits in ASD are not due to a local-processing bias, but reflect a category-specific impairment of faces characterized by a failure to form view-invariant face representations and discriminate information in the eye region of the face. En ligne : http://dx.doi.org/10.1002/aur.56 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=934

The “Eye Avoidance” Hypothesis of Autism Face Processing / James W. TANAKA in Journal of Autism and Developmental Disorders, 46-5 (May 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-5 (May 2016) . - p.1538-1552 Titre : The “Eye Avoidance” Hypothesis of Autism Face Processing Type de document : Texte imprimé et/ou numérique Auteurs : James W. TANAKA, Auteur ; Andrew SUNG, Auteur Article en page(s) : p.1538-1552 Langues : Anglais (eng) Mots-clés : Face recognition  Eye gaze  Face perception  Expression perception Index. décimale : PER Périodiques Résumé : Although a growing body of research indicates that children with autism spectrum disorder (ASD) exhibit selective deficits in their ability to recognize facial identities and expressions, the source of their face impairment is, as yet, undetermined. In this paper, we consider three possible accounts of the autism face deficit: (1) the holistic hypothesis, (2) the local perceptual bias hypothesis and (3) the eye avoidance hypothesis. A review of the literature indicates that contrary to the holistic hypothesis, there is little evidence to suggest that individuals with autism do perceive faces holistically. The local perceptual bias account also fails to explain the selective advantage that ASD individuals demonstrate for objects and their selective disadvantage for faces. The eye avoidance hypothesis provides a plausible explanation of face recognition deficits where individuals with ASD avoid the eye region because it is perceived as socially threatening. Direct eye contact elicits a increased physiological response as indicated by heightened skin conductance and amygdala activity. For individuals with autism, avoiding the eyes is an adaptive strategy, however, this approach interferes with the ability to process facial cues of identity, expressions and intentions, exacerbating the social challenges for persons with ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1976-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288 [article] The “Eye Avoidance” Hypothesis of Autism Face Processing [Texte imprimé et/ou numérique] / James W. TANAKA, Auteur ; Andrew SUNG, Auteur . - p.1538-1552. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-5 (May 2016) . - p.1538-1552 Mots-clés : Face recognition  Eye gaze  Face perception  Expression perception Index. décimale : PER Périodiques Résumé : Although a growing body of research indicates that children with autism spectrum disorder (ASD) exhibit selective deficits in their ability to recognize facial identities and expressions, the source of their face impairment is, as yet, undetermined. In this paper, we consider three possible accounts of the autism face deficit: (1) the holistic hypothesis, (2) the local perceptual bias hypothesis and (3) the eye avoidance hypothesis. A review of the literature indicates that contrary to the holistic hypothesis, there is little evidence to suggest that individuals with autism do perceive faces holistically. The local perceptual bias account also fails to explain the selective advantage that ASD individuals demonstrate for objects and their selective disadvantage for faces. The eye avoidance hypothesis provides a plausible explanation of face recognition deficits where individuals with ASD avoid the eye region because it is perceived as socially threatening. Direct eye contact elicits a increased physiological response as indicated by heightened skin conductance and amygdala activity. For individuals with autism, avoiding the eyes is an adaptive strategy, however, this approach interferes with the ability to process facial cues of identity, expressions and intentions, exacerbating the social challenges for persons with ASD. En ligne : http://dx.doi.org/10.1007/s10803-013-1976-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=288

The perception and identification of facial emotions in individuals with autism spectrum disorders using the Let?s Face It! Emotion Skills Battery / James W. TANAKA in Journal of Child Psychology and Psychiatry, 53-12 (December 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1259-1267 Titre : The perception and identification of facial emotions in individuals with autism spectrum disorders using the Let?s Face It! Emotion Skills Battery Type de document : Texte imprimé et/ou numérique Auteurs : James W. TANAKA, Auteur ; Julie M. WOLF, Auteur ; Cheryl KLAIMAN, Auteur ; Kathleen KOENIG, Auteur ; Jeffrey COCKBURN, Auteur ; Lauren HERLIHY, Auteur ; Carla BROWN, Auteur ; Sherin S. STAHL, Auteur ; Mikle SOUTH, Auteur ; James C. MCPARTLAND, Auteur ; Martha D. KAISER, Auteur ; Robert T. SCHULTZ, Auteur Article en page(s) : p.1259-1267 Langues : Anglais (eng) Mots-clés : ASD  computer-based assessment  facial emotions  perceptual skills  social communication Index. décimale : PER Périodiques Résumé : Background: Although impaired social?emotional ability is a hallmark of autism spectrum disorder (ASD), the perceptual skills and mediating strategies contributing to the social deficits of autism are not well understood. A perceptual skill that is fundamental to effective social communication is the ability to accurately perceive and interpret facial emotions. To evaluate the expression processing of participants with ASD, we designed the Let?s Face It! Emotion Skills Battery (LFI! Battery), a computer-based assessment composed of three subscales measuring verbal and perceptual skills implicated in the recognition of facial emotions. Methods: We administered the LFI! Battery to groups of participants with ASD and typically developing control (TDC) participants that were matched for age and IQ. Results: On the Name Game labeling task, participants with ASD (N = 68) performed on par with TDC individuals (N = 66) in their ability to name the facial emotions of happy, sad, disgust and surprise and were only impaired in their ability to identify the angry expression. On the Matchmaker Expression task that measures the recognition of facial emotions across different facial identities, the ASD participants (N = 66) performed reliably worse than TDC participants (N = 67) on the emotions of happy, sad, disgust, frighten and angry. In the Parts?Wholes test of perceptual strategies of expression, the TDC participants (N = 67) displayed more holistic encoding for the eyes than the mouths in expressive faces whereas ASD participants (N = 66) exhibited the reverse pattern of holistic recognition for the mouth and analytic recognition of the eyes. Conclusion: In summary, findings from the LFI! Battery show that participants with ASD were able to label the basic facial emotions (with the exception of angry expression) on par with age- and IQ-matched TDC participants. However, participants with ASD were impaired in their ability to generalize facial emotions across different identities and showed a tendency to recognize the mouth feature holistically and the eyes as isolated parts. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02571.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185 [article] The perception and identification of facial emotions in individuals with autism spectrum disorders using the Let?s Face It! Emotion Skills Battery [Texte imprimé et/ou numérique] / James W. TANAKA, Auteur ; Julie M. WOLF, Auteur ; Cheryl KLAIMAN, Auteur ; Kathleen KOENIG, Auteur ; Jeffrey COCKBURN, Auteur ; Lauren HERLIHY, Auteur ; Carla BROWN, Auteur ; Sherin S. STAHL, Auteur ; Mikle SOUTH, Auteur ; James C. MCPARTLAND, Auteur ; Martha D. KAISER, Auteur ; Robert T. SCHULTZ, Auteur . - p.1259-1267. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-12 (December 2012) . - p.1259-1267 Mots-clés : ASD  computer-based assessment  facial emotions  perceptual skills  social communication Index. décimale : PER Périodiques Résumé : Background: Although impaired social?emotional ability is a hallmark of autism spectrum disorder (ASD), the perceptual skills and mediating strategies contributing to the social deficits of autism are not well understood. A perceptual skill that is fundamental to effective social communication is the ability to accurately perceive and interpret facial emotions. To evaluate the expression processing of participants with ASD, we designed the Let?s Face It! Emotion Skills Battery (LFI! Battery), a computer-based assessment composed of three subscales measuring verbal and perceptual skills implicated in the recognition of facial emotions. Methods: We administered the LFI! Battery to groups of participants with ASD and typically developing control (TDC) participants that were matched for age and IQ. Results: On the Name Game labeling task, participants with ASD (N = 68) performed on par with TDC individuals (N = 66) in their ability to name the facial emotions of happy, sad, disgust and surprise and were only impaired in their ability to identify the angry expression. On the Matchmaker Expression task that measures the recognition of facial emotions across different facial identities, the ASD participants (N = 66) performed reliably worse than TDC participants (N = 67) on the emotions of happy, sad, disgust, frighten and angry. In the Parts?Wholes test of perceptual strategies of expression, the TDC participants (N = 67) displayed more holistic encoding for the eyes than the mouths in expressive faces whereas ASD participants (N = 66) exhibited the reverse pattern of holistic recognition for the mouth and analytic recognition of the eyes. Conclusion: In summary, findings from the LFI! Battery show that participants with ASD were able to label the basic facial emotions (with the exception of angry expression) on par with age- and IQ-matched TDC participants. However, participants with ASD were impaired in their ability to generalize facial emotions across different identities and showed a tendency to recognize the mouth feature holistically and the eyes as isolated parts. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2012.02571.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=185

Training Facial Expression Production in Children on the Autism Spectrum / Iris GORDON in Journal of Autism and Developmental Disorders, 44-10 (October 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-10 (October 2014) . - p.2486-2498 Titre : Training Facial Expression Production in Children on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Iris GORDON, Auteur ; Matthew D. PIERCE, Auteur ; Marian S. BARTLETT, Auteur ; James W. TANAKA, Auteur Article en page(s) : p.2486-2498 Langues : Anglais (eng) Mots-clés : Autism  Autism spectrum disorder  Facial expression  Expression production  Intervention  Social communication Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) show deficits in their ability to produce facial expressions. In this study, a group of children with ASD and IQ-matched, typically developing (TD) children were trained to produce “happy” and “angry” expressions with the FaceMaze computer game. FaceMaze uses an automated computer recognition system that analyzes the child’s facial expression in real time. Before and after playing the Angry and Happy versions of FaceMaze, children posed “happy” and “angry” expressions. Naïve raters judged the post-FaceMaze “happy” and “angry” expressions of the ASD group as higher in quality than their pre-FaceMaze productions. Moreover, the post-game expressions of the ASD group were rated as equal in quality as the expressions of the TD group. En ligne : http://dx.doi.org/10.1007/s10803-014-2118-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=240 [article] Training Facial Expression Production in Children on the Autism Spectrum [Texte imprimé et/ou numérique] / Iris GORDON, Auteur ; Matthew D. PIERCE, Auteur ; Marian S. BARTLETT, Auteur ; James W. TANAKA, Auteur . - p.2486-2498. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-10 (October 2014) . - p.2486-2498 Mots-clés : Autism  Autism spectrum disorder  Facial expression  Expression production  Intervention  Social communication Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorder (ASD) show deficits in their ability to produce facial expressions. In this study, a group of children with ASD and IQ-matched, typically developing (TD) children were trained to produce “happy” and “angry” expressions with the FaceMaze computer game. FaceMaze uses an automated computer recognition system that analyzes the child’s facial expression in real time. Before and after playing the Angry and Happy versions of FaceMaze, children posed “happy” and “angry” expressions. Naïve raters judged the post-FaceMaze “happy” and “angry” expressions of the ASD group as higher in quality than their pre-FaceMaze productions. Moreover, the post-game expressions of the ASD group were rated as equal in quality as the expressions of the TD group. En ligne : http://dx.doi.org/10.1007/s10803-014-2118-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=240

Using computerized games to teach face recognition skills to children with autism spectrum disorder: the Let’s Face It! program / James W. TANAKA in Journal of Child Psychology and Psychiatry, 51-8 (August 2010)  

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