Attentional biases to faces with direct versus averted gaze in children without and with autism spectrum disorder: A dot-probe paradigm / Wei JING in Research in Autism Spectrum Disorders, 108 (October 2023)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 108 (October 2023) . - p.102233 Titre : Attentional biases to faces with direct versus averted gaze in children without and with autism spectrum disorder: A dot-probe paradigm Type de document : Texte imprimé et/ou numérique Auteurs : Wei JING, Auteur ; Jing WANG, Auteur ; Jinxia FU, Auteur Article en page(s) : p.102233 Mots-clés : Children with ASD  Dot-probe paradigms  Direct gaze  Averted gaze  Facial attention Index. décimale : PER Périodiques Résumé : Previous research utilized a variety of paradigms to demonstrate attentional biases to faces with direct versus averted gaze in typical development (TD) and no such bias in autism spectrum disorder (ASD). However, little is known about whether the biases can be observed during automatic processing stages in TD and whether the lack of such bias in ASD is due to passive neglect or active avoidance of direct gaze. Therefore, we employed a dot-probe paradigm and manipulated stimulus onset asynchrony (SOA) to measure response times to probes replacing faces with direct gaze compared to faces with averted gaze in children without and with ASD. There was no evidence of attentional bias in either group when stimuli were presented during the automatic processing stage (200 ms SOA). However, during the controlled processing stage (1000 ms SOA), an attentional bias to faces with direct versus averted gaze was found in control children but not in those with ASD. The results indicate that the facilitation of direct gaze on facial attention occurs during controlled rather than automatic processing stages in TD individuals. In contrast, children with ASD respond indiscriminately to direct and averted gaze during both stages of cognitive processing, supporting the gaze indifference hypothesis. For TD children but not for children with ASD, direct gaze is an adaptively informative or socially salient signal. En ligne : https://doi.org/10.1016/j.rasd.2023.102233 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514 [article] Attentional biases to faces with direct versus averted gaze in children without and with autism spectrum disorder: A dot-probe paradigm [Texte imprimé et/ou numérique] / Wei JING, Auteur ; Jing WANG, Auteur ; Jinxia FU, Auteur . - p.102233. in Research in Autism Spectrum Disorders > 108 (October 2023) . - p.102233 Mots-clés : Children with ASD  Dot-probe paradigms  Direct gaze  Averted gaze  Facial attention Index. décimale : PER Périodiques Résumé : Previous research utilized a variety of paradigms to demonstrate attentional biases to faces with direct versus averted gaze in typical development (TD) and no such bias in autism spectrum disorder (ASD). However, little is known about whether the biases can be observed during automatic processing stages in TD and whether the lack of such bias in ASD is due to passive neglect or active avoidance of direct gaze. Therefore, we employed a dot-probe paradigm and manipulated stimulus onset asynchrony (SOA) to measure response times to probes replacing faces with direct gaze compared to faces with averted gaze in children without and with ASD. There was no evidence of attentional bias in either group when stimuli were presented during the automatic processing stage (200 ms SOA). However, during the controlled processing stage (1000 ms SOA), an attentional bias to faces with direct versus averted gaze was found in control children but not in those with ASD. The results indicate that the facilitation of direct gaze on facial attention occurs during controlled rather than automatic processing stages in TD individuals. In contrast, children with ASD respond indiscriminately to direct and averted gaze during both stages of cognitive processing, supporting the gaze indifference hypothesis. For TD children but not for children with ASD, direct gaze is an adaptively informative or socially salient signal. En ligne : https://doi.org/10.1016/j.rasd.2023.102233 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=514

Brief Report: Do Children with Autism Gather Information from Social Contexts to Aid Their Word Learning? / Wei JING in Journal of Autism and Developmental Disorders, 44-6 (June 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1478-1482 Titre : Brief Report: Do Children with Autism Gather Information from Social Contexts to Aid Their Word Learning? Type de document : Texte imprimé et/ou numérique Auteurs : Wei JING, Auteur ; Junming FANG, Auteur Article en page(s) : p.1478-1482 Langues : Anglais (eng) Mots-clés : Autism disorder  Social contexts  Word learning  Late childhood Index. décimale : PER Périodiques Résumé : Typically developing (TD) infants could capitalize on social eye gaze and social contexts to aid word learning. Although children with autism disorder (AD) are known to exhibit atypicality in word learning via social eye gaze, their ability to utilize social contexts for word learning is not well understood. We investigated whether verbal AD children exhibit word learning ability via social contextual cues by late childhood. We found that AD children, unlike TD controls, failed to infer the speaker’s referential intention through information gathered from the social context. This suggests that TD children can learn words in diverse social pragmatic contexts in as early as toddlerhood whereas AD children are still unable to do so by late childhood. En ligne : http://dx.doi.org/10.1007/s10803-013-1994-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] Brief Report: Do Children with Autism Gather Information from Social Contexts to Aid Their Word Learning? [Texte imprimé et/ou numérique] / Wei JING, Auteur ; Junming FANG, Auteur . - p.1478-1482. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1478-1482 Mots-clés : Autism disorder  Social contexts  Word learning  Late childhood Index. décimale : PER Périodiques Résumé : Typically developing (TD) infants could capitalize on social eye gaze and social contexts to aid word learning. Although children with autism disorder (AD) are known to exhibit atypicality in word learning via social eye gaze, their ability to utilize social contexts for word learning is not well understood. We investigated whether verbal AD children exhibit word learning ability via social contextual cues by late childhood. We found that AD children, unlike TD controls, failed to infer the speaker’s referential intention through information gathered from the social context. This suggests that TD children can learn words in diverse social pragmatic contexts in as early as toddlerhood whereas AD children are still unable to do so by late childhood. En ligne : http://dx.doi.org/10.1007/s10803-013-1994-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

---

1 (1 - 2 / 2)