Attempting to “Increase Intake from the Input”: Attention and Word Learning in Children with Autism / Elena J. TENENBAUM in Journal of Autism and Developmental Disorders, 47-6 (June 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-6 (June 2017) . - p.1791-1805 Titre : Attempting to “Increase Intake from the Input”: Attention and Word Learning in Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Elena J. TENENBAUM, Auteur ; Dima AMSO, Auteur ; Giulia RIGHI, Auteur ; Stephen J. SHEINKOPF, Auteur Article en page(s) : p.1791-1805 Langues : Anglais (eng) Mots-clés : Autism  Eye-tracking  Word-learning  Attention to faces  Joint attention Index. décimale : PER Périodiques Résumé : Previous work has demonstrated that social attention is related to early language abilities. We explored whether we can facilitate word learning among children with autism by directing attention to areas of the scene that have been demonstrated as relevant for successful word learning. We tracked eye movements to faces and objects while children watched videos of a woman teaching them new words. Test trials measured participants’ recognition of these novel word-object pairings. Results indicate that for children with autism and typically developing children, pointing to the speaker’s mouth while labeling a novel object impaired performance, likely because it distracted participants from the target object. In contrast, for children with autism, holding the object close to the speaker’s mouth improved performance. En ligne : http://dx.doi.org/10.1007/s10803-017-3098-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308 [article] Attempting to “Increase Intake from the Input”: Attention and Word Learning in Children with Autism [Texte imprimé et/ou numérique] / Elena J. TENENBAUM, Auteur ; Dima AMSO, Auteur ; Giulia RIGHI, Auteur ; Stephen J. SHEINKOPF, Auteur . - p.1791-1805. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-6 (June 2017) . - p.1791-1805 Mots-clés : Autism  Eye-tracking  Word-learning  Attention to faces  Joint attention Index. décimale : PER Périodiques Résumé : Previous work has demonstrated that social attention is related to early language abilities. We explored whether we can facilitate word learning among children with autism by directing attention to areas of the scene that have been demonstrated as relevant for successful word learning. We tracked eye movements to faces and objects while children watched videos of a woman teaching them new words. Test trials measured participants’ recognition of these novel word-object pairings. Results indicate that for children with autism and typically developing children, pointing to the speaker’s mouth while labeling a novel object impaired performance, likely because it distracted participants from the target object. In contrast, for children with autism, holding the object close to the speaker’s mouth improved performance. En ligne : http://dx.doi.org/10.1007/s10803-017-3098-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308

Bottom-Up Attention Orienting in Young Children with Autism / Dima AMSO in Journal of Autism and Developmental Disorders, 44-3 (March 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.664-673 Titre : Bottom-Up Attention Orienting in Young Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Dima AMSO, Auteur ; Sara HAAS, Auteur ; Elena TENENBAUM, Auteur ; Julie MARKANT, Auteur ; Stephen J. SHEINKOPF, Auteur Article en page(s) : p.664-673 Langues : Anglais (eng) Mots-clés : Bottom-up attention  Saliency  Visual attention  Autism  Eye tracking  Social attention Index. décimale : PER Périodiques Résumé : We examined the impact of simultaneous bottom-up visual influences and meaningful social stimuli on attention orienting in young children with autism spectrum disorders (ASDs). Relative to typically-developing age and sex matched participants, children with ASDs were more influenced by bottom-up visual scene information regardless of whether social stimuli and bottom-up scene properties were congruent or competing. This initial reliance on bottom-up strategies correlated with severity of social impairment as well as receptive language impairments. These data provide support for the idea that there is enhanced reliance on bottom-up attention strategies in ASDs, and that this may have a negative impact on social and language development. En ligne : http://dx.doi.org/10.1007/s10803-013-1925-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225 [article] Bottom-Up Attention Orienting in Young Children with Autism [Texte imprimé et/ou numérique] / Dima AMSO, Auteur ; Sara HAAS, Auteur ; Elena TENENBAUM, Auteur ; Julie MARKANT, Auteur ; Stephen J. SHEINKOPF, Auteur . - p.664-673. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-3 (March 2014) . - p.664-673 Mots-clés : Bottom-up attention  Saliency  Visual attention  Autism  Eye tracking  Social attention Index. décimale : PER Périodiques Résumé : We examined the impact of simultaneous bottom-up visual influences and meaningful social stimuli on attention orienting in young children with autism spectrum disorders (ASDs). Relative to typically-developing age and sex matched participants, children with ASDs were more influenced by bottom-up visual scene information regardless of whether social stimuli and bottom-up scene properties were congruent or competing. This initial reliance on bottom-up strategies correlated with severity of social impairment as well as receptive language impairments. These data provide support for the idea that there is enhanced reliance on bottom-up attention strategies in ASDs, and that this may have a negative impact on social and language development. En ligne : http://dx.doi.org/10.1007/s10803-013-1925-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=225

Sensitivity to audio-visual synchrony and its relation to language abilities in children with and without ASD / G. RIGHI in Autism Research, 11-4 (April 2018)  

Public ISBD [article]  inAutism Research > 11-4 (April 2018) . - p.645-653 Titre : Sensitivity to audio-visual synchrony and its relation to language abilities in children with and without ASD Type de document : Texte imprimé et/ou numérique Auteurs : G. RIGHI, Auteur ; E. J. TENENBAUM, Auteur ; C. MCCORMICK, Auteur ; M. BLOSSOM, Auteur ; Dima AMSO, Auteur ; S. J. SHEINKOPF, Auteur Article en page(s) : p.645-653 Langues : Anglais (eng) Mots-clés : audio-visual synchrony  autism  eye-tracking  language development Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) is often accompanied by deficits in speech and language processing. Speech processing relies heavily on the integration of auditory and visual information, and it has been suggested that the ability to detect correspondence between auditory and visual signals helps to lay the foundation for successful language development. The goal of the present study was to examine whether young children with ASD show reduced sensitivity to temporal asynchronies in a speech processing task when compared to typically developing controls, and to examine how this sensitivity might relate to language proficiency. Using automated eye tracking methods, we found that children with ASD failed to demonstrate sensitivity to asynchronies of 0.3s, 0.6s, or 1.0s between a video of a woman speaking and the corresponding audio track. In contrast, typically developing children who were language-matched to the ASD group, were sensitive to both 0.6s and 1.0s asynchronies. We also demonstrated that individual differences in sensitivity to audiovisual asynchronies and individual differences in orientation to relevant facial features were both correlated with scores on a standardized measure of language abilities. Results are discussed in the context of attention to visual language and audio-visual processing as potential precursors to language impairment in ASD. Autism Res 2018, 11: 645-653. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Speech processing relies heavily on the integration of auditory and visual information, and it has been suggested that the ability to detect correspondence between auditory and visual signals helps to lay the foundation for successful language development. The goal of the present study was to explore whether children with ASD process audio-visual synchrony in ways comparable to their typically developing peers, and the relationship between preference for synchrony and language ability. Results showed that there are differences in attention to audiovisual synchrony between typically developing children and children with ASD. Preference for synchrony was related to the language abilities of children across groups. En ligne : http://dx.doi.org/10.1002/aur.1918 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358 [article] Sensitivity to audio-visual synchrony and its relation to language abilities in children with and without ASD [Texte imprimé et/ou numérique] / G. RIGHI, Auteur ; E. J. TENENBAUM, Auteur ; C. MCCORMICK, Auteur ; M. BLOSSOM, Auteur ; Dima AMSO, Auteur ; S. J. SHEINKOPF, Auteur . - p.645-653. Langues : Anglais (eng) in Autism Research > 11-4 (April 2018) . - p.645-653 Mots-clés : audio-visual synchrony  autism  eye-tracking  language development Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) is often accompanied by deficits in speech and language processing. Speech processing relies heavily on the integration of auditory and visual information, and it has been suggested that the ability to detect correspondence between auditory and visual signals helps to lay the foundation for successful language development. The goal of the present study was to examine whether young children with ASD show reduced sensitivity to temporal asynchronies in a speech processing task when compared to typically developing controls, and to examine how this sensitivity might relate to language proficiency. Using automated eye tracking methods, we found that children with ASD failed to demonstrate sensitivity to asynchronies of 0.3s, 0.6s, or 1.0s between a video of a woman speaking and the corresponding audio track. In contrast, typically developing children who were language-matched to the ASD group, were sensitive to both 0.6s and 1.0s asynchronies. We also demonstrated that individual differences in sensitivity to audiovisual asynchronies and individual differences in orientation to relevant facial features were both correlated with scores on a standardized measure of language abilities. Results are discussed in the context of attention to visual language and audio-visual processing as potential precursors to language impairment in ASD. Autism Res 2018, 11: 645-653. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Speech processing relies heavily on the integration of auditory and visual information, and it has been suggested that the ability to detect correspondence between auditory and visual signals helps to lay the foundation for successful language development. The goal of the present study was to explore whether children with ASD process audio-visual synchrony in ways comparable to their typically developing peers, and the relationship between preference for synchrony and language ability. Results showed that there are differences in attention to audiovisual synchrony between typically developing children and children with ASD. Preference for synchrony was related to the language abilities of children across groups. En ligne : http://dx.doi.org/10.1002/aur.1918 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358

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