Atypical and variable attention patterns reveal reduced contextual priors in children with autism spectrum disorder / Rong CHENG ; Zhong ZHAO ; Haotian LIAO ; Jing LI in Autism Research, 17-8 (August 2024)  

Public ISBD [article]  inAutism Research > 17-8 (August 2024) . - p.1572-1585 Titre : Atypical and variable attention patterns reveal reduced contextual priors in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Rong CHENG, Auteur ; Zhong ZHAO, Auteur ; Haotian LIAO, Auteur ; Jing LI, Auteur Article en page(s) : p.1572-1585 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract Accumulating evidence suggests that individuals with autism spectrum disorder (ASD) show impairments in using contextual priors to predict others'actions and make intention inference. Yet less is known about whether and how children with ASD acquire contextual priors during action observation and how contextual priors relate to their action prediction and intention inference. To form proper contextual priors, individuals need to observe the social scenes in a reliable manner and focus on socially relevant information. By employing a data-driven scan path method and areas of interest (AOI)-based analysis, the current study investigated how contextual priors would relate to action prediction and intention understanding in 4-to-9-year-old children with ASD (N = 56) and typically developing (TD) children (N = 50) during free viewing of dynamic social scenes with different intentions. Results showed that children with ASD exhibited higher intra-subject variability when scanning social scenes and reduced attention to socially relevant areas. Moreover, children with high-level action prediction and intention understanding showed lower intra-subject variability and increased attention to socially relevant areas. These findings suggest that altered fixation patterns might restrain children with ASD from acquiring proper contextual priors, which has cascading downstream effects on their action prediction and intention understanding. En ligne : https://doi.org/10.1002/aur.3194 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 [article] Atypical and variable attention patterns reveal reduced contextual priors in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Rong CHENG, Auteur ; Zhong ZHAO, Auteur ; Haotian LIAO, Auteur ; Jing LI, Auteur . - p.1572-1585. Langues : Anglais (eng) in Autism Research > 17-8 (August 2024) . - p.1572-1585 Index. décimale : PER Périodiques Résumé : Abstract Accumulating evidence suggests that individuals with autism spectrum disorder (ASD) show impairments in using contextual priors to predict others'actions and make intention inference. Yet less is known about whether and how children with ASD acquire contextual priors during action observation and how contextual priors relate to their action prediction and intention inference. To form proper contextual priors, individuals need to observe the social scenes in a reliable manner and focus on socially relevant information. By employing a data-driven scan path method and areas of interest (AOI)-based analysis, the current study investigated how contextual priors would relate to action prediction and intention understanding in 4-to-9-year-old children with ASD (N = 56) and typically developing (TD) children (N = 50) during free viewing of dynamic social scenes with different intentions. Results showed that children with ASD exhibited higher intra-subject variability when scanning social scenes and reduced attention to socially relevant areas. Moreover, children with high-level action prediction and intention understanding showed lower intra-subject variability and increased attention to socially relevant areas. These findings suggest that altered fixation patterns might restrain children with ASD from acquiring proper contextual priors, which has cascading downstream effects on their action prediction and intention understanding. En ligne : https://doi.org/10.1002/aur.3194 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533

Joint intention understanding in children with autism spectrum disorder / Wenwen HOU in Autism Research, 16-9 (September 2023)  

Public ISBD [article]  inAutism Research > 16-9 (September 2023) . - p.1707-1718 Titre : Joint intention understanding in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Wenwen HOU, Auteur ; Xue LI, Auteur ; Yunmei YANG, Auteur ; Jing LI, Auteur Article en page(s) : p.1707-1718 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Abstract This study examined the ability of children with autism spectrum disorder (ASD) to generate joint intention-based action prediction in a joint action task. Children were presented with a series of videos in which two actors either played with blocks based on joint intention (social condition) or played with blocks independently (nonsocial condition). In the familiarization stage, two actors demonstrated how they played with blocks three times. In the test stage, one actor left the scene, and another actor grasped a block and asked where she should place it. Children's gaze behavior was assessed by an eye tracker. After watching videos, children were asked to answer two questions: an action prediction question and an intention understanding question. The results showed that in the implicit eye movement task, children with ASD and typically developing (TD) children exhibited location-based anticipatory gaze under both conditions. However, in terms of explicit behavioral responses, TD children showed higher accuracy in response to action prediction questions and intention understanding questions than children with ASD in the social condition, while no significant group difference was found in the nonsocial condition. These results indicate that children with ASD have difficulty understanding joint intention and that their action prediction is primarily driven by bottom-up sensory inputs. En ligne : https://doi.org/10.1002/aur.2964 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510 [article] Joint intention understanding in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Wenwen HOU, Auteur ; Xue LI, Auteur ; Yunmei YANG, Auteur ; Jing LI, Auteur . - p.1707-1718. Langues : Anglais (eng) in Autism Research > 16-9 (September 2023) . - p.1707-1718 Index. décimale : PER Périodiques Résumé : Abstract This study examined the ability of children with autism spectrum disorder (ASD) to generate joint intention-based action prediction in a joint action task. Children were presented with a series of videos in which two actors either played with blocks based on joint intention (social condition) or played with blocks independently (nonsocial condition). In the familiarization stage, two actors demonstrated how they played with blocks three times. In the test stage, one actor left the scene, and another actor grasped a block and asked where she should place it. Children's gaze behavior was assessed by an eye tracker. After watching videos, children were asked to answer two questions: an action prediction question and an intention understanding question. The results showed that in the implicit eye movement task, children with ASD and typically developing (TD) children exhibited location-based anticipatory gaze under both conditions. However, in terms of explicit behavioral responses, TD children showed higher accuracy in response to action prediction questions and intention understanding questions than children with ASD in the social condition, while no significant group difference was found in the nonsocial condition. These results indicate that children with ASD have difficulty understanding joint intention and that their action prediction is primarily driven by bottom-up sensory inputs. En ligne : https://doi.org/10.1002/aur.2964 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510

Social and non-social deficits in children with high-functioning autism and their cooperative behaviors / Jing LI in Research in Autism Spectrum Disorders, 8-12 (December 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1657-1671 Titre : Social and non-social deficits in children with high-functioning autism and their cooperative behaviors Type de document : Texte imprimé et/ou numérique Auteurs : Jing LI, Auteur ; Liqi ZHU, Auteur ; Jing LIU, Auteur ; Xue LI, Auteur Article en page(s) : p.1657-1671 Langues : Anglais (eng) Mots-clés : High-functioning autism (HFA)  Cooperation  Theory of mind (ToM)  Executive function  Central coherence Index. décimale : PER Périodiques Résumé : Abstract The persistent deficits in social communication and social interactions of individuals with high-functioning autism (HFA) may impair their cooperative behaviors. This study investigated the relationship between social and non-social deficits in children with HFA and the cooperative behaviors of such children. Theory of mind (ToM), executive function, and central coherence of children with HFA and typically developing (TD) children, aged 6–12 years, were investigated, and the effects of these social and non-social deficits on children's cooperativeness were examined. The classical prisoner's dilemma game (PDG) and cooperative implemental tasks were used to assess children's cooperativeness. ToM was measured using a series of classical false belief tasks and the face test. The Wisconsin Card Sorting Task (WCST) and the Embedded Figures Test (EFT) were administered to assess executive function and central coherence, respectively. The results showed that there was no significant difference in cooperation in PDG between HFA and TD children, while cooperation in children with HFA in the interruption period of the implemental tasks was significantly lower than that of TD children. Children with HFA had social deficits and had more poorly developed ToM than TD children, and executive function in children with HFA was poorer than that in TD children. Different types of deficits were predictive of HFA children's degree of cooperation on different tasks: the social perceptual component of ToM and executive function predicted children's cooperativeness in the PDG, and executive function predicted HFA children's cooperativeness during the interruption period of an implemental task. By contrast, central coherence did not predict either of the two types of cooperation. It might indicate that the two different types of cooperative tasks may require different mental abilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.08.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 [article] Social and non-social deficits in children with high-functioning autism and their cooperative behaviors [Texte imprimé et/ou numérique] / Jing LI, Auteur ; Liqi ZHU, Auteur ; Jing LIU, Auteur ; Xue LI, Auteur . - p.1657-1671. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1657-1671 Mots-clés : High-functioning autism (HFA)  Cooperation  Theory of mind (ToM)  Executive function  Central coherence Index. décimale : PER Périodiques Résumé : Abstract The persistent deficits in social communication and social interactions of individuals with high-functioning autism (HFA) may impair their cooperative behaviors. This study investigated the relationship between social and non-social deficits in children with HFA and the cooperative behaviors of such children. Theory of mind (ToM), executive function, and central coherence of children with HFA and typically developing (TD) children, aged 6–12 years, were investigated, and the effects of these social and non-social deficits on children's cooperativeness were examined. The classical prisoner's dilemma game (PDG) and cooperative implemental tasks were used to assess children's cooperativeness. ToM was measured using a series of classical false belief tasks and the face test. The Wisconsin Card Sorting Task (WCST) and the Embedded Figures Test (EFT) were administered to assess executive function and central coherence, respectively. The results showed that there was no significant difference in cooperation in PDG between HFA and TD children, while cooperation in children with HFA in the interruption period of the implemental tasks was significantly lower than that of TD children. Children with HFA had social deficits and had more poorly developed ToM than TD children, and executive function in children with HFA was poorer than that in TD children. Different types of deficits were predictive of HFA children's degree of cooperation on different tasks: the social perceptual component of ToM and executive function predicted children's cooperativeness in the PDG, and executive function predicted HFA children's cooperativeness during the interruption period of an implemental task. By contrast, central coherence did not predict either of the two types of cooperation. It might indicate that the two different types of cooperative tasks may require different mental abilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.08.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243

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