Compréhension d’expressions faciales robotiques ou humaines chez des enfants avec autisme / Maud SIMON in Bulletin Scientifique de l'arapi (Le), 16 (décembre 2005)

Public ISBD [article]  inBulletin Scientifique de l'arapi (Le) > 16 (décembre 2005) . - p.57-59 Titre : Compréhension d’expressions faciales robotiques ou humaines chez des enfants avec autisme Type de document : Texte imprimé et/ou numérique Auteurs : Maud SIMON, Auteur ; Jacqueline NADEL, Auteur ; Pierre CANET, Auteur ; Philippe GAUSSIER, Auteur Année de publication : 2005 Article en page(s) : p.57-59 Langues : Français (fre) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130 [article] Compréhension d’expressions faciales robotiques ou humaines chez des enfants avec autisme [Texte imprimé et/ou numérique] / Maud SIMON, Auteur ; Jacqueline NADEL, Auteur ; Pierre CANET, Auteur ; Philippe GAUSSIER, Auteur . - 2005 . - p.57-59. Langues : Français (fre) in Bulletin Scientifique de l'arapi (Le) > 16 (décembre 2005) . - p.57-59 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=130

Do Children with Autism have Expectancies about the Social Behaviour of Unfamiliar People?: A Pilot Study Using the Still Face Paradigm / Jacqueline NADEL in Autism, 4-2 (June 2000)  

Public ISBD [article]  inAutism > 4-2 (June 2000) . - p.133-145 Titre : Do Children with Autism have Expectancies about the Social Behaviour of Unfamiliar People?: A Pilot Study Using the Still Face Paradigm Type de document : Texte imprimé et/ou numérique Auteurs : Jacqueline NADEL, Auteur ; Sabine CROUE, Auteur ; Marie-Jeanne MATTLINGER, Auteur ; Pierre CANET, Auteur ; Christian HUDELOT, Auteur ; C. LECUYER, Auteur ; Mary MARTINI, Auteur Article en page(s) : p.133-145 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Eight low-functioning and non-verbal children with autism were presented with a modified version of the ‘still face’ paradigm (still face/imitative interaction/still face) performed by a stranger. The children’s reactions illustrate the development of expectancies concerning human social behaviour. While they ignored the stranger and did not show any concern about her odd behaviour during the first still episode, they all focused on the adult during the second still episode. In this episode, they exhibited a mixed social pattern of positive overtures and negative emotional expressions which resembles the still face effect found in normally developing infants. These findings suggest that low-functioning children with autism are able to integrate their previous experience with a partner and detect social contingency, but that they are not able to form a generalized expectancy for social contingency in human beings with whom they have not yet had contact. This may explain why they generally ignore strangers. En ligne : http://dx.doi.org/10.1177/1362361300004002003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=208 [article] Do Children with Autism have Expectancies about the Social Behaviour of Unfamiliar People?: A Pilot Study Using the Still Face Paradigm [Texte imprimé et/ou numérique] / Jacqueline NADEL, Auteur ; Sabine CROUE, Auteur ; Marie-Jeanne MATTLINGER, Auteur ; Pierre CANET, Auteur ; Christian HUDELOT, Auteur ; C. LECUYER, Auteur ; Mary MARTINI, Auteur . - p.133-145. Langues : Anglais (eng) in Autism > 4-2 (June 2000) . - p.133-145 Index. décimale : PER Périodiques Résumé : Eight low-functioning and non-verbal children with autism were presented with a modified version of the ‘still face’ paradigm (still face/imitative interaction/still face) performed by a stranger. The children’s reactions illustrate the development of expectancies concerning human social behaviour. While they ignored the stranger and did not show any concern about her odd behaviour during the first still episode, they all focused on the adult during the second still episode. In this episode, they exhibited a mixed social pattern of positive overtures and negative emotional expressions which resembles the still face effect found in normally developing infants. These findings suggest that low-functioning children with autism are able to integrate their previous experience with a partner and detect social contingency, but that they are not able to form a generalized expectancy for social contingency in human beings with whom they have not yet had contact. This may explain why they generally ignore strangers. En ligne : http://dx.doi.org/10.1177/1362361300004002003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=208

Reconnaissance et résonance émotionnelle face à un humain et à un robot chez des enfants typiques et des enfants avec autisme de haut niveau / Maud SIMON in Bulletin Scientifique de l'arapi (Le), 21 (Printemps 2008)

Public ISBD [article]  inBulletin Scientifique de l'arapi (Le) > 21 (Printemps 2008) . - p.87-90 Titre : Reconnaissance et résonance émotionnelle face à un humain et à un robot chez des enfants typiques et des enfants avec autisme de haut niveau Type de document : Texte imprimé et/ou numérique Auteurs : Maud SIMON, Auteur ; Jacqueline NADEL, Auteur ; Pierre CANET, Auteur ; Robert SOUSSIGNAN, Auteur ; Philippe GAUSSIEL, Auteur ; Lola CANAMERO, Auteur Année de publication : 2008 Article en page(s) : p.87-90 Langues : Français (fre) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550 [article] Reconnaissance et résonance émotionnelle face à un humain et à un robot chez des enfants typiques et des enfants avec autisme de haut niveau [Texte imprimé et/ou numérique] / Maud SIMON, Auteur ; Jacqueline NADEL, Auteur ; Pierre CANET, Auteur ; Robert SOUSSIGNAN, Auteur ; Philippe GAUSSIEL, Auteur ; Lola CANAMERO, Auteur . - 2008 . - p.87-90. Langues : Français (fre) in Bulletin Scientifique de l'arapi (Le) > 21 (Printemps 2008) . - p.87-90 Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=550

Yes they can! An approach to observational learning in low-functioning children with autism / Jacqueline NADEL in Autism, 15-4 (July 2011)  

Public ISBD [article]  inAutism > 15-4 (July 2011) . - p.421-435 Titre : Yes they can! An approach to observational learning in low-functioning children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Jacqueline NADEL, Auteur ; Nadra AOUKA, Auteur ; Nathalie COULON, Auteur ; Agnès GRAS-VINCENDON, Auteur ; Pierre CANET, Auteur ; Jacqueline FAGARD, Auteur ; Claude BURSZTEJN, Auteur Année de publication : 2011 Article en page(s) : p.421-435 Langues : Anglais (eng) Mots-clés : action-effect relations  autism  observational learning  video demonstration Index. décimale : PER Périodiques Résumé : Learning by doing and learning by observing are two facets of the tight coupling between perception and action discovered at the brain level. Developmental studies of observational learning still remain rare and even more rare are studies documenting the capacities of low-functioning children with autism to learn by observation. In the first investigation of this question, twenty nonverbal children with autism with a developmental age of 24 and 36 months, and twenty matched typical children, were presented with an experimental box requiring that a hierarchical sequence of subgoals be performed before it could be opened. A 9-day testing procedure included four presentations of the red box and two video demonstrations of how to open it. Two scores were computed, one concerning the number of sub-goals fulfilled and the other the relevant manipulations of the material. Within-group analyses revealed that only the typical children learned partly or fully the sequence of subgoals after the first video-demonstration. The addition of a second demonstration allowed the two subgroups with autism to learn partly or fully the sequence of subgoals. The differences between learning to manipulate and learning to produce a goal are discussed in terms of relationships between understanding actions and understanding action-effect relations. En ligne : http://dx.doi.org/10.1177/1362361310386508 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=133 [article] Yes they can! An approach to observational learning in low-functioning children with autism [Texte imprimé et/ou numérique] / Jacqueline NADEL, Auteur ; Nadra AOUKA, Auteur ; Nathalie COULON, Auteur ; Agnès GRAS-VINCENDON, Auteur ; Pierre CANET, Auteur ; Jacqueline FAGARD, Auteur ; Claude BURSZTEJN, Auteur . - 2011 . - p.421-435. Langues : Anglais (eng) in Autism > 15-4 (July 2011) . - p.421-435 Mots-clés : action-effect relations  autism  observational learning  video demonstration Index. décimale : PER Périodiques Résumé : Learning by doing and learning by observing are two facets of the tight coupling between perception and action discovered at the brain level. Developmental studies of observational learning still remain rare and even more rare are studies documenting the capacities of low-functioning children with autism to learn by observation. In the first investigation of this question, twenty nonverbal children with autism with a developmental age of 24 and 36 months, and twenty matched typical children, were presented with an experimental box requiring that a hierarchical sequence of subgoals be performed before it could be opened. A 9-day testing procedure included four presentations of the red box and two video demonstrations of how to open it. Two scores were computed, one concerning the number of sub-goals fulfilled and the other the relevant manipulations of the material. Within-group analyses revealed that only the typical children learned partly or fully the sequence of subgoals after the first video-demonstration. The addition of a second demonstration allowed the two subgroups with autism to learn partly or fully the sequence of subgoals. The differences between learning to manipulate and learning to produce a goal are discussed in terms of relationships between understanding actions and understanding action-effect relations. En ligne : http://dx.doi.org/10.1177/1362361310386508 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=133

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