Brief Report: Suboptimal Auditory Localization in Autism Spectrum Disorder: Support for the Bayesian Account of Sensory Symptoms / Joshua C. SKEWES in Journal of Autism and Developmental Disorders, 46-7 (July 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2539-2547 Titre : Brief Report: Suboptimal Auditory Localization in Autism Spectrum Disorder: Support for the Bayesian Account of Sensory Symptoms Type de document : Texte imprimé et/ou numérique Auteurs : Joshua C. SKEWES, Auteur ; Line GEBAUER, Auteur Article en page(s) : p.2539-2547 Langues : Anglais (eng) Mots-clés : Sensory symptoms  Auditory localization  Bayesian models Index. décimale : PER Périodiques Résumé : Convergent research suggests that people with ASD have difficulties localizing sounds in space. These difficulties have implications for communication, the development of social behavior, and quality of life. Recently, a theory has emerged which treats perceptual symptoms in ASD as the product of impairments in implicit Bayesian inference; as suboptimalities in the integration of sensory evidence with prior perceptual knowledge. We present the results of an experiment that applies this new theory to understanding difficulties in auditory localization, and we find that adults with ASD integrate prior information less optimally when making perceptual judgments about the spatial sources of sounds. We discuss these results in terms of their implications for formal models of symptoms in ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2774-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290 [article] Brief Report: Suboptimal Auditory Localization in Autism Spectrum Disorder: Support for the Bayesian Account of Sensory Symptoms [Texte imprimé et/ou numérique] / Joshua C. SKEWES, Auteur ; Line GEBAUER, Auteur . - p.2539-2547. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-7 (July 2016) . - p.2539-2547 Mots-clés : Sensory symptoms  Auditory localization  Bayesian models Index. décimale : PER Périodiques Résumé : Convergent research suggests that people with ASD have difficulties localizing sounds in space. These difficulties have implications for communication, the development of social behavior, and quality of life. Recently, a theory has emerged which treats perceptual symptoms in ASD as the product of impairments in implicit Bayesian inference; as suboptimalities in the integration of sensory evidence with prior perceptual knowledge. We present the results of an experiment that applies this new theory to understanding difficulties in auditory localization, and we find that adults with ASD integrate prior information less optimally when making perceptual judgments about the spatial sources of sounds. We discuss these results in terms of their implications for formal models of symptoms in ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2774-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=290

Is there a bit of autism in all of us? Autism spectrum traits are related to cortical thickness differences in both autism and typical development / Line GEBAUER in Research in Autism Spectrum Disorders, 13-14 (May 2015)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 13-14 (May 2015) . - p.8-14 Titre : Is there a bit of autism in all of us? Autism spectrum traits are related to cortical thickness differences in both autism and typical development Type de document : Texte imprimé et/ou numérique Auteurs : Line GEBAUER, Auteur ; Nicholas E. V. FOSTER, Auteur ; Peter VUUST, Auteur ; Krista L. HYDE, Auteur Article en page(s) : p.8-14 Langues : Anglais (eng) Mots-clés : Autism  Autism spectrum quotient  Brain structure  MRI  Cortical thickness Index. décimale : PER Périodiques Résumé : Abstract Autism spectrum disorder (ASD) is a complex neurodevelopmental disorder characterized by impairments in communication and social interaction, as well as repetitive behaviors and interests. However, these traits are highly variable across individuals with ASD and are also present in the typically developing population. Brain structural correlates of ASD are also heterogeneous. Recent findings have indicated that ASD traits as measured by the autism quotient (AQ) are reflected in white matter structural differences in a continuous way across both typically-developed and ASD individuals. Here, we tested for the first time, how ASD traits are related to gray matter structural differences (and particularly cortical thickness) in both ASD and typically developing adults. The present results show that ASD traits are primarily correlated with reductions in cortical thickness in a continuous fashion across ASD and typically developing adults in social brain areas and the default mode network including the orbitofrontal cortex, postcentral gyrus, and lingual gyrus. These findings provide new evidence that ASD traits are primarily reflected in neural structure that exists along a continuum extending into the typically developing population. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] Is there a bit of autism in all of us? Autism spectrum traits are related to cortical thickness differences in both autism and typical development [Texte imprimé et/ou numérique] / Line GEBAUER, Auteur ; Nicholas E. V. FOSTER, Auteur ; Peter VUUST, Auteur ; Krista L. HYDE, Auteur . - p.8-14. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 13-14 (May 2015) . - p.8-14 Mots-clés : Autism  Autism spectrum quotient  Brain structure  MRI  Cortical thickness Index. décimale : PER Périodiques Résumé : Abstract Autism spectrum disorder (ASD) is a complex neurodevelopmental disorder characterized by impairments in communication and social interaction, as well as repetitive behaviors and interests. However, these traits are highly variable across individuals with ASD and are also present in the typically developing population. Brain structural correlates of ASD are also heterogeneous. Recent findings have indicated that ASD traits as measured by the autism quotient (AQ) are reflected in white matter structural differences in a continuous way across both typically-developed and ASD individuals. Here, we tested for the first time, how ASD traits are related to gray matter structural differences (and particularly cortical thickness) in both ASD and typically developing adults. The present results show that ASD traits are primarily correlated with reductions in cortical thickness in a continuous fashion across ASD and typically developing adults in social brain areas and the default mode network including the orbitofrontal cortex, postcentral gyrus, and lingual gyrus. These findings provide new evidence that ASD traits are primarily reflected in neural structure that exists along a continuum extending into the typically developing population. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.013 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

Linking the Puzzle Pieces of the Past: A Study of Relational Memory in Children with Autism Spectrum Disorder / Rasmine L. H. MOGENSEN in Autism Research, 13-11 (November 2020)  

Public ISBD [article]  inAutism Research > 13-11 (November 2020) . - p.1959-1969 Titre : Linking the Puzzle Pieces of the Past: A Study of Relational Memory in Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Rasmine L. H. MOGENSEN, Auteur ; Maja B. HEDEGAARD, Auteur ; Ludvig R. OLSEN, Auteur ; Line GEBAUER, Auteur Article en page(s) : p.1959-1969 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  executive functions  memory  memory binding  perceptual style  relational memory Index. décimale : PER Périodiques Résumé : Our memories are made of detailed sensory information representing the puzzle pieces of our personal past. The type of memory integrating sensory features is referred to as relational memory. The main objective of this study was to investigate whether relational memory is affected in children with autism spectrum disorder (ASD) since altered relational memory may contribute to atypical episodic memory observed in ASD. We also examined the association between perceptual style and relational memory abilities. Children with ASD (n = 14) and typically developed (TD) children (n = 16, 9-15?years old) completed a memory task with three conditions: two single-feature conditions measuring memory for objects and locations, and one relational memory condition measuring memory for objects and their locations combined. The Children's embedded figures test was administered to measure perceptual style. The ASD group selected more incorrect stimuli (false alarms) than the TD group, resulting in a lower proportion of correctly recognized targets across all memory conditions. The ASD group did not display a more local perceptual style than the TD group. However, perceptual style was associated with improved memory abilities across conditions. Our findings indicate that the overall memory performance of children with ASD is less stable, leading them to more incorrect responses than TD children. This may be due to the executive demands of the memory tasks, rather than specific impairments in memory binding. Autism Res 2020, 13: 1959-1969. © 2020 International Society for Autism Research and Wiley Periodicals LLC LAY SUMMARY: The present study shows that children with autism have a less stable memory than typically developed children, which is reflected in a higher amount of incorrect memory responses. Overall, our results indicate that children with autism display difficulties in differentiating previously studied from novel information when solving both single-feature memory tasks and a relational memory task (requiring memory of combination of features). These difficulties may have implications for how children with autism remember episodes from their personal past. En ligne : http://dx.doi.org/10.1002/aur.2379 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433 [article] Linking the Puzzle Pieces of the Past: A Study of Relational Memory in Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Rasmine L. H. MOGENSEN, Auteur ; Maja B. HEDEGAARD, Auteur ; Ludvig R. OLSEN, Auteur ; Line GEBAUER, Auteur . - p.1959-1969. Langues : Anglais (eng) in Autism Research > 13-11 (November 2020) . - p.1959-1969 Mots-clés : autism spectrum disorder  executive functions  memory  memory binding  perceptual style  relational memory Index. décimale : PER Périodiques Résumé : Our memories are made of detailed sensory information representing the puzzle pieces of our personal past. The type of memory integrating sensory features is referred to as relational memory. The main objective of this study was to investigate whether relational memory is affected in children with autism spectrum disorder (ASD) since altered relational memory may contribute to atypical episodic memory observed in ASD. We also examined the association between perceptual style and relational memory abilities. Children with ASD (n = 14) and typically developed (TD) children (n = 16, 9-15?years old) completed a memory task with three conditions: two single-feature conditions measuring memory for objects and locations, and one relational memory condition measuring memory for objects and their locations combined. The Children's embedded figures test was administered to measure perceptual style. The ASD group selected more incorrect stimuli (false alarms) than the TD group, resulting in a lower proportion of correctly recognized targets across all memory conditions. The ASD group did not display a more local perceptual style than the TD group. However, perceptual style was associated with improved memory abilities across conditions. Our findings indicate that the overall memory performance of children with ASD is less stable, leading them to more incorrect responses than TD children. This may be due to the executive demands of the memory tasks, rather than specific impairments in memory binding. Autism Res 2020, 13: 1959-1969. © 2020 International Society for Autism Research and Wiley Periodicals LLC LAY SUMMARY: The present study shows that children with autism have a less stable memory than typically developed children, which is reflected in a higher amount of incorrect memory responses. Overall, our results indicate that children with autism display difficulties in differentiating previously studied from novel information when solving both single-feature memory tasks and a relational memory task (requiring memory of combination of features). These difficulties may have implications for how children with autism remember episodes from their personal past. En ligne : http://dx.doi.org/10.1002/aur.2379 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433

Perceptual inference and autistic traits / Joshua C. SKEWES in Autism, 19-3 (April 2015)  

Public ISBD [article]  inAutism > 19-3 (April 2015) . - p.301-307 Titre : Perceptual inference and autistic traits Type de document : Texte imprimé et/ou numérique Auteurs : Joshua C. SKEWES, Auteur ; Else-Marie JEGINDØ, Auteur ; Line GEBAUER, Auteur Article en page(s) : p.301-307 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  perceptual enhancements  perceptual inference  signal detection theory  weak priors Index. décimale : PER Périodiques Résumé : Autistic people are better at perceiving details. Major theories explain this in terms of bottom-up sensory mechanisms or in terms of top-down cognitive biases. Recently, it has become possible to link these theories within a common framework. This framework assumes that perception is implicit neural inference, combining sensory evidence with prior perceptual knowledge. Within this framework, perceptual differences may occur because of enhanced precision in how sensory evidence is represented or because sensory evidence is weighted much higher than prior perceptual knowledge. In this preliminary study, we compared these models using groups with high and low autistic trait scores (Autism-Spectrum Quotient). We found evidence supporting the cognitive bias model and no evidence for the enhanced sensory precision model. En ligne : http://dx.doi.org/10.1177/1362361313519872 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257 [article] Perceptual inference and autistic traits [Texte imprimé et/ou numérique] / Joshua C. SKEWES, Auteur ; Else-Marie JEGINDØ, Auteur ; Line GEBAUER, Auteur . - p.301-307. Langues : Anglais (eng) in Autism > 19-3 (April 2015) . - p.301-307 Mots-clés : autism spectrum disorder  perceptual enhancements  perceptual inference  signal detection theory  weak priors Index. décimale : PER Périodiques Résumé : Autistic people are better at perceiving details. Major theories explain this in terms of bottom-up sensory mechanisms or in terms of top-down cognitive biases. Recently, it has become possible to link these theories within a common framework. This framework assumes that perception is implicit neural inference, combining sensory evidence with prior perceptual knowledge. Within this framework, perceptual differences may occur because of enhanced precision in how sensory evidence is represented or because sensory evidence is weighted much higher than prior perceptual knowledge. In this preliminary study, we compared these models using groups with high and low autistic trait scores (Autism-Spectrum Quotient). We found evidence supporting the cognitive bias model and no evidence for the enhanced sensory precision model. En ligne : http://dx.doi.org/10.1177/1362361313519872 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=257

A robot or a dumper truck? Facilitating play-based social learning across neurotypes / Ella PALDAM in Autism & Developmental Language Impairments, 7 (January-December 2022)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 7 (January-December 2022) Titre : A robot or a dumper truck? Facilitating play-based social learning across neurotypes Type de document : Texte imprimé et/ou numérique Auteurs : Ella PALDAM, Auteur ; Andreas ROEPSTORFF, Auteur ; Rikke STEENSGAARD, Auteur ; Stine Strøm LUNDSGAARD, Auteur ; Jakob STEENSIG, Auteur ; Line GEBAUER, Auteur Langues : Anglais (eng) Mots-clés : Autism  social learning  play  communication  education Index. décimale : PER Périodiques Résumé : Structured abstract Background & aimsHow can non-autistic adults facilitate social learning with children on the spectrum? A new theoretical understanding of autism is currently emerging that has made this question more relevant than ever. At the intersection of two growing research areas in the field of autism, the borderland that separates the experience of social interaction between neurotypes is increasingly mapped out. By integrating anthropological research on autistic sociality and the neurocognitive framework of predictive processing, this paper explores the question: If autistic people experience the world in a fundamentally different way, what is a meaningful strategy for supporting them in developing their socialities?MethodsThe paper reports an in-depth analysis of a 2-min sequence in which a non-autistic adult facilitates a collaboration game between three autistic children (8?12 years). The data comes from a participatory research project that develops a new pedagogical approach to social learning based on open-ended construction play. The analytical strategy is informed by conversation analysis.ResultsWe find that the facilitation supports the children in accomplishing social interaction and collaboration, but it also in several instances gives rise to misunderstandings between the children. Whereas the facilitator aims to support the children's direct verbal communication about the construction task, we observe that the children use a broad repertoire of non-direct communication strategies that enables them to coordinate and align their shared process. We find that the children's actions with their hands in the construction task count as turns in the communication. Regarding the play-based learning environment, we find that the children are engaged in the shared construction task and that they competently navigate social tension when it arises without the facilitator's help.ConclusionWe conclude that the misunderstandings between the children created by the facilitation from a non-autistic adult emerge from a discrepancy of attention in the situation. The facilitator focuses on the words, but the children focus on the task. Even though this discrepancy is not necessarily a result of different neurotypes, we find that it emerges from the social dynamics of facilitation by non-autistic adults that is key in many social intervention settings. Furthermore, we conclude that the play-based learning environment enables the facilitator to support the children without directly instructing them in their social behavior. This appears to give the children an opportunity to acquire complex social experiences through their collaboration.ImplicationsThe interaction dynamics in the data clip is shaped by the non-autistic adult's expectations of the children's interaction. This made us wonder whether we can establish a learning environment that begins from the learners? perspectives instead. The analysis caused us to change the facilitation strategy that we employ in our project. It is our hope that our approach will inspire reflection and curiosity in researchers and practitioners who develop social interventions targeting autistic people. En ligne : https://doi.org/10.1177/23969415221086714 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 [article] A robot or a dumper truck? Facilitating play-based social learning across neurotypes [Texte imprimé et/ou numérique] / Ella PALDAM, Auteur ; Andreas ROEPSTORFF, Auteur ; Rikke STEENSGAARD, Auteur ; Stine Strøm LUNDSGAARD, Auteur ; Jakob STEENSIG, Auteur ; Line GEBAUER, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 7 (January-December 2022) Mots-clés : Autism  social learning  play  communication  education Index. décimale : PER Périodiques Résumé : Structured abstract Background & aimsHow can non-autistic adults facilitate social learning with children on the spectrum? A new theoretical understanding of autism is currently emerging that has made this question more relevant than ever. At the intersection of two growing research areas in the field of autism, the borderland that separates the experience of social interaction between neurotypes is increasingly mapped out. By integrating anthropological research on autistic sociality and the neurocognitive framework of predictive processing, this paper explores the question: If autistic people experience the world in a fundamentally different way, what is a meaningful strategy for supporting them in developing their socialities?MethodsThe paper reports an in-depth analysis of a 2-min sequence in which a non-autistic adult facilitates a collaboration game between three autistic children (8?12 years). The data comes from a participatory research project that develops a new pedagogical approach to social learning based on open-ended construction play. The analytical strategy is informed by conversation analysis.ResultsWe find that the facilitation supports the children in accomplishing social interaction and collaboration, but it also in several instances gives rise to misunderstandings between the children. Whereas the facilitator aims to support the children's direct verbal communication about the construction task, we observe that the children use a broad repertoire of non-direct communication strategies that enables them to coordinate and align their shared process. We find that the children's actions with their hands in the construction task count as turns in the communication. Regarding the play-based learning environment, we find that the children are engaged in the shared construction task and that they competently navigate social tension when it arises without the facilitator's help.ConclusionWe conclude that the misunderstandings between the children created by the facilitation from a non-autistic adult emerge from a discrepancy of attention in the situation. The facilitator focuses on the words, but the children focus on the task. Even though this discrepancy is not necessarily a result of different neurotypes, we find that it emerges from the social dynamics of facilitation by non-autistic adults that is key in many social intervention settings. Furthermore, we conclude that the play-based learning environment enables the facilitator to support the children without directly instructing them in their social behavior. This appears to give the children an opportunity to acquire complex social experiences through their collaboration.ImplicationsThe interaction dynamics in the data clip is shaped by the non-autistic adult's expectations of the children's interaction. This made us wonder whether we can establish a learning environment that begins from the learners? perspectives instead. The analysis caused us to change the facilitation strategy that we employ in our project. It is our hope that our approach will inspire reflection and curiosity in researchers and practitioners who develop social interventions targeting autistic people. En ligne : https://doi.org/10.1177/23969415221086714 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477

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