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

Impact of imitation abilities on social communication in autistic children: evidence from an Early Start Denver Model intervention study / Jing LI in Molecular Autism, 16 (2025)  

Public ISBD [article]  inMolecular Autism > 16 (2025) . - 23 Titre : Impact of imitation abilities on social communication in autistic children: evidence from an Early Start Denver Model intervention study Type de document : Texte imprimé et/ou numérique Auteurs : Jing LI, Auteur Article en page(s) : 23 Langues : Anglais (eng) Mots-clés : Humans  Male  Female  Imitative Behavior  Child, Preschool  Autistic Disorder/psychology/physiopathology  Communication  Social Skills  Social Behavior  Autism  Early Start Denver Model (ESDM)  Imitation  Social communication  by the Institute of Psychology, Chinese Academy of Sciences Child Subjects  Committee and was conducted in accordance with the Declaration of Helsinki.  Informed consent was obtained from the parents or guardians of children. Consent  for publication: Not applicable. Competing interests: The authors declare no  competing interests. Index. décimale : PER Périodiques Résumé : Imitation is foundational to early social learning, yet autistic children often exhibit significant impairments in imitation, potentially impacting their social communication skills. This study examined the relationship between imitation abilities and social communication in autistic children and evaluated the effectiveness of the Early Start Denver Model (ESDM) intervention. The study included 52 autistic children aged 2-5, divided into an experimental group receiving ESDM intervention and a control group undergoing standard rehabilitation. We assessed the children's imitation and social communication skills before and after the intervention. Results indicated a significant positive correlation between imitation and social communication skills both before and after the intervention. Specifically, various forms of imitation (e.g., vocal, gestural, object-related) were closely linked to different domains of social communication (e.g., expressive communication, joint attention, social skills). Baseline imitation levels and improvements in imitation were significant predictors of enhanced social communication, jointly accounting for over half of the observed improvements in social communication, with imitation improvement being the strongest predictor. Age positively moderated the relationship between imitation and social communication, with older children showing a stronger impact of imitation on social communication. Although these effects were evident across groups, the ESDM group showed greater gains in imitation skills compared to the control group. However, we did not find evidence of an intervention effect on social communication skills. This study underscores the critical role of imitation in the social communication development of autistic children. These findings support the enhancement of imitation skills in early interventions for autistic children, highlighting the effectiveness of ESDM in fostering imitation abilities. En ligne : https://dx.doi.org/10.1186/s13229-025-00656-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555 [article] Impact of imitation abilities on social communication in autistic children: evidence from an Early Start Denver Model intervention study [Texte imprimé et/ou numérique] / Jing LI, Auteur . - 23. Langues : Anglais (eng) in Molecular Autism > 16 (2025) . - 23 Mots-clés : Humans  Male  Female  Imitative Behavior  Child, Preschool  Autistic Disorder/psychology/physiopathology  Communication  Social Skills  Social Behavior  Autism  Early Start Denver Model (ESDM)  Imitation  Social communication  by the Institute of Psychology, Chinese Academy of Sciences Child Subjects  Committee and was conducted in accordance with the Declaration of Helsinki.  Informed consent was obtained from the parents or guardians of children. Consent  for publication: Not applicable. Competing interests: The authors declare no  competing interests. Index. décimale : PER Périodiques Résumé : Imitation is foundational to early social learning, yet autistic children often exhibit significant impairments in imitation, potentially impacting their social communication skills. This study examined the relationship between imitation abilities and social communication in autistic children and evaluated the effectiveness of the Early Start Denver Model (ESDM) intervention. The study included 52 autistic children aged 2-5, divided into an experimental group receiving ESDM intervention and a control group undergoing standard rehabilitation. We assessed the children's imitation and social communication skills before and after the intervention. Results indicated a significant positive correlation between imitation and social communication skills both before and after the intervention. Specifically, various forms of imitation (e.g., vocal, gestural, object-related) were closely linked to different domains of social communication (e.g., expressive communication, joint attention, social skills). Baseline imitation levels and improvements in imitation were significant predictors of enhanced social communication, jointly accounting for over half of the observed improvements in social communication, with imitation improvement being the strongest predictor. Age positively moderated the relationship between imitation and social communication, with older children showing a stronger impact of imitation on social communication. Although these effects were evident across groups, the ESDM group showed greater gains in imitation skills compared to the control group. However, we did not find evidence of an intervention effect on social communication skills. This study underscores the critical role of imitation in the social communication development of autistic children. These findings support the enhancement of imitation skills in early interventions for autistic children, highlighting the effectiveness of ESDM in fostering imitation abilities. En ligne : https://dx.doi.org/10.1186/s13229-025-00656-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555

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

Publisher Correction: Impact of imitation abilities on social communication in autistic children: evidence from an Early Start Denver Model intervention study / Jing LI in Molecular Autism, 16 (2025)  

Public ISBD [article]  inMolecular Autism > 16 (2025) . - 25 Titre : Publisher Correction: Impact of imitation abilities on social communication in autistic children: evidence from an Early Start Denver Model intervention study Type de document : Texte imprimé et/ou numérique Auteurs : Jing LI, Auteur Article en page(s) : 25 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1186/s13229-025-00661-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555 [article] Publisher Correction: Impact of imitation abilities on social communication in autistic children: evidence from an Early Start Denver Model intervention study [Texte imprimé et/ou numérique] / Jing LI, Auteur . - 25. Langues : Anglais (eng) in Molecular Autism > 16 (2025) . - 25 Index. décimale : PER Périodiques En ligne : https://dx.doi.org/10.1186/s13229-025-00661-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555

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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