[article]
| Titre : |
Atypical Gaze Following in Autism: A Comparison of Three Potential Mechanisms |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Kristen GILLESPIE-LYNCH, Auteur ; R. ELIAS, Auteur ; P. ESCUDERO, Auteur ; Ted HUTMAN, Auteur ; S. P. JOHNSON, Auteur |
| Article en page(s) : |
p.2779-2792 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Response to joint attention Autism Reflexive gaze following Word learning |
| Index. décimale : |
PER Périodiques |
| Résumé : |
In order to evaluate the following potential mechanisms underlying atypical gaze following in autism, impaired reflexive gaze following, difficulty integrating gaze and affect, or reduced understanding of the referential significance of gaze, we administered three paradigms to young children with autism (N = 21) and chronological (N = 21) and nonverbal mental age (N = 21) matched controls. Children with autism exhibited impaired reflexive gaze following. The absence of evidence of integration of gaze and affect, regardless of diagnosis, indicates ineffective measurement of this construct. Reduced gaze following was apparent among children with autism during eye-tracking and in-person assessments. Word learning from gaze cues was better explained by developmental level than autism. Thus, gaze following may traverse an atypical, rather than just delayed, trajectory in autism. |
| En ligne : |
http://dx.doi.org/10.1007/s10803-013-1818-7 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 |
in Journal of Autism and Developmental Disorders > 43-12 (December 2013) . - p.2779-2792
[article] Atypical Gaze Following in Autism: A Comparison of Three Potential Mechanisms [Texte imprimé et/ou numérique] / Kristen GILLESPIE-LYNCH, Auteur ; R. ELIAS, Auteur ; P. ESCUDERO, Auteur ; Ted HUTMAN, Auteur ; S. P. JOHNSON, Auteur . - p.2779-2792. Langues : Anglais ( eng) in Journal of Autism and Developmental Disorders > 43-12 (December 2013) . - p.2779-2792
| Mots-clés : |
Response to joint attention Autism Reflexive gaze following Word learning |
| Index. décimale : |
PER Périodiques |
| Résumé : |
In order to evaluate the following potential mechanisms underlying atypical gaze following in autism, impaired reflexive gaze following, difficulty integrating gaze and affect, or reduced understanding of the referential significance of gaze, we administered three paradigms to young children with autism (N = 21) and chronological (N = 21) and nonverbal mental age (N = 21) matched controls. Children with autism exhibited impaired reflexive gaze following. The absence of evidence of integration of gaze and affect, regardless of diagnosis, indicates ineffective measurement of this construct. Reduced gaze following was apparent among children with autism during eye-tracking and in-person assessments. Word learning from gaze cues was better explained by developmental level than autism. Thus, gaze following may traverse an atypical, rather than just delayed, trajectory in autism. |
| En ligne : |
http://dx.doi.org/10.1007/s10803-013-1818-7 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 |
|
Atypical Gaze Following in Autism: A Comparison of Three Potential Mechanisms in Journal of Autism and Developmental Disorders, 43-12 (December 2013)
