[article]
| Titre : |
Adaptation to different communicative contexts: an eye tracking study of autistic adults |
| Type de document : |
texte imprimé |
| Auteurs : |
Julia PARISH-MORRIS, Auteur ; Ashley A. PALLATHRA, Auteur ; Emily FERGUSON, Auteur ; Brenna B. MADDOX, Auteur ; Alison POMYKACZ, Auteur ; Leat PEREZ, Auteur ; Leila BATEMAN, Auteur ; Juhi PANDEY, Auteur ; Robert T. SCHULTZ, Auteur ; Edward S. BRODKIN, Auteur |
| Article en page(s) : |
5 p. |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Adults Autism spectrum disorder Eye gaze Face processing/perception |
| Index. décimale : |
PER Périodiques |
| Résumé : |
BACKGROUND: Learning through social observation (i.e., watching other people interact) lays the foundation for later social skills and social cognition. However, social situations are often complex, and humans are only capable of attending to one aspect of a scene at a time. How do people choose where to allocate their visual resources when viewing complex social scenarios? For typically developing (TD) individuals, faces are often given priority. Depending upon context, however, it may be more useful to attend to other aspects of the environment, such as hands, tools, or background objects. Previous studies reported reduced face looking in individuals with autism spectrum disorder (ASD), but modulation of visual attention in response to contextual differences (e.g., according to social richness, or the presence/absence of communicative behaviors between two people) has only briefly been explored. In this study, we used eye-tracking technology to test the extent to which ASD adults and TD adults use social context to guide their gaze behavior. METHODS: Fifty-five adults participated (28 with ASD). The location and duration of participants' gaze were recorded while they watched a series of naturalistic social videos. Half of the videos depicted two people engaging in non-verbal communication (rich social scenes) while playing with toys. The other half depicted two people playing with toys separately, not interacting with each other (lean social scenes). RESULTS: ASD and TD adults both increased their attention to faces in communicative contexts (rich social scenes) as compared to non-communicative contexts (lean social scenes). However, TD adults increased their attention to faces significantly more when watching two people communicate than did ASD adults, who increased their attention to a lesser degree. Further analysis revealed that ASD adults persisted in looking at hands and toys, even when observing two people communicate in a rich social scene. CONCLUSIONS: Diminished gaze to faces when observing two people communicating may lead to fewer opportunities for social learning and subsequent reductions in social knowledge. Naturalistic measures of contextual modulation could help identify areas of need for individuals learning about the social world and could become treatment targets to improve everyday social learning. |
| En ligne : |
https://dx.doi.org/10.1186/s11689-019-9265-1 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409 |
in Journal of Neurodevelopmental Disorders > 11-1 (December 2019) . - 5 p.
[article] Adaptation to different communicative contexts: an eye tracking study of autistic adults [texte imprimé] / Julia PARISH-MORRIS, Auteur ; Ashley A. PALLATHRA, Auteur ; Emily FERGUSON, Auteur ; Brenna B. MADDOX, Auteur ; Alison POMYKACZ, Auteur ; Leat PEREZ, Auteur ; Leila BATEMAN, Auteur ; Juhi PANDEY, Auteur ; Robert T. SCHULTZ, Auteur ; Edward S. BRODKIN, Auteur . - 5 p. Langues : Anglais ( eng) in Journal of Neurodevelopmental Disorders > 11-1 (December 2019) . - 5 p.
| Mots-clés : |
Adults Autism spectrum disorder Eye gaze Face processing/perception |
| Index. décimale : |
PER Périodiques |
| Résumé : |
BACKGROUND: Learning through social observation (i.e., watching other people interact) lays the foundation for later social skills and social cognition. However, social situations are often complex, and humans are only capable of attending to one aspect of a scene at a time. How do people choose where to allocate their visual resources when viewing complex social scenarios? For typically developing (TD) individuals, faces are often given priority. Depending upon context, however, it may be more useful to attend to other aspects of the environment, such as hands, tools, or background objects. Previous studies reported reduced face looking in individuals with autism spectrum disorder (ASD), but modulation of visual attention in response to contextual differences (e.g., according to social richness, or the presence/absence of communicative behaviors between two people) has only briefly been explored. In this study, we used eye-tracking technology to test the extent to which ASD adults and TD adults use social context to guide their gaze behavior. METHODS: Fifty-five adults participated (28 with ASD). The location and duration of participants' gaze were recorded while they watched a series of naturalistic social videos. Half of the videos depicted two people engaging in non-verbal communication (rich social scenes) while playing with toys. The other half depicted two people playing with toys separately, not interacting with each other (lean social scenes). RESULTS: ASD and TD adults both increased their attention to faces in communicative contexts (rich social scenes) as compared to non-communicative contexts (lean social scenes). However, TD adults increased their attention to faces significantly more when watching two people communicate than did ASD adults, who increased their attention to a lesser degree. Further analysis revealed that ASD adults persisted in looking at hands and toys, even when observing two people communicate in a rich social scene. CONCLUSIONS: Diminished gaze to faces when observing two people communicating may lead to fewer opportunities for social learning and subsequent reductions in social knowledge. Naturalistic measures of contextual modulation could help identify areas of need for individuals learning about the social world and could become treatment targets to improve everyday social learning. |
| En ligne : |
https://dx.doi.org/10.1186/s11689-019-9265-1 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=409 |
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