Brief Report: Early Lexical Comprehension in Young Children with ASD: Comparing Eye-Gaze Methodology and Parent Report / Courtney E. VENKER in Journal of Autism and Developmental Disorders, 46-6 (June 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2260-2266 Titre : Brief Report: Early Lexical Comprehension in Young Children with ASD: Comparing Eye-Gaze Methodology and Parent Report Type de document : Texte imprimé et/ou numérique Auteurs : Courtney E. VENKER, Auteur ; Eileen HAEBIG, Auteur ; Jan EDWARDS, Auteur ; Jenny SAFFRAN, Auteur ; Susan ELLIS WEISMER, Auteur Article en page(s) : p.2260-2266 Langues : Anglais (eng) Mots-clés : Assessment  Receptive vocabulary  Lexical comprehension  Parent report  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Lexical comprehension is commonly measured by parent report, but it may be difficult for parents of children with ASD to accurately judge their child’s comprehension. We compared parent report to an eye-gaze measure of lexical comprehension in which participants observed pairs of images on a screen, along with accompanying speech that named one of the two images. Twenty-two toddlers with ASD participated. Trials were included if the target word was reported as unknown. Children spent significantly more time looking at the target after it was named than before (d = 0.66). These results provide evidence that eye-gaze measures can reveal emerging lexical knowledge in young children with ASD that may otherwise be overlooked. En ligne : http://dx.doi.org/10.1007/s10803-016-2747-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289 [article] Brief Report: Early Lexical Comprehension in Young Children with ASD: Comparing Eye-Gaze Methodology and Parent Report [Texte imprimé et/ou numérique] / Courtney E. VENKER, Auteur ; Eileen HAEBIG, Auteur ; Jan EDWARDS, Auteur ; Jenny SAFFRAN, Auteur ; Susan ELLIS WEISMER, Auteur . - p.2260-2266. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2260-2266 Mots-clés : Assessment  Receptive vocabulary  Lexical comprehension  Parent report  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Lexical comprehension is commonly measured by parent report, but it may be difficult for parents of children with ASD to accurately judge their child’s comprehension. We compared parent report to an eye-gaze measure of lexical comprehension in which participants observed pairs of images on a screen, along with accompanying speech that named one of the two images. Twenty-two toddlers with ASD participated. Trials were included if the target word was reported as unknown. Children spent significantly more time looking at the target after it was named than before (d = 0.66). These results provide evidence that eye-gaze measures can reveal emerging lexical knowledge in young children with ASD that may otherwise be overlooked. En ligne : http://dx.doi.org/10.1007/s10803-016-2747-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289

Comparing Automatic Eye Tracking and Manual Gaze Coding Methods in Young Children with Autism Spectrum Disorder / Courtney E. VENKER in Autism Research, 13-2 (February 2020)  

Public ISBD [article]  inAutism Research > 13-2 (February 2020) . - p.271-283 Titre : Comparing Automatic Eye Tracking and Manual Gaze Coding Methods in Young Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Courtney E. VENKER, Auteur ; Ron POMPER, Auteur ; Tristan MAHR, Auteur ; Jan EDWARDS, Auteur ; Jenny SAFFRAN, Auteur ; Susan ELLIS WEISMER, Auteur Article en page(s) : p.271-283 Langues : Anglais (eng) Mots-clés : autism  children  data quality  eye tracking  language processing  methodology Index. décimale : PER Périodiques Résumé : Eye-gaze methods offer numerous advantages for studying cognitive processes in children with autism spectrum disorder (ASD), but data loss may threaten the validity and generalizability of results. Some eye-gaze systems may be more vulnerable to data loss than others, but to our knowledge, this issue has not been empirically investigated. In the current study, we asked whether automatic eye-tracking and manual gaze coding produce different rates of data loss or different results in a group of 51 toddlers with ASD. Data from both systems were gathered (from the same children) simultaneously, during the same experimental sessions. As predicted, manual gaze coding produced significantly less data loss than automatic eye tracking, as indicated by the number of usable trials and the proportion of looks to the images per trial. In addition, automatic eye-tracking and manual gaze coding produced different patterns of results, suggesting that the eye-gaze system used to address a particular research question could alter a study's findings and the scientific conclusions that follow. It is our hope that the information from this and future methodological studies will help researchers to select the eye-gaze measurement system that best fits their research questions and target population, as well as help consumers of autism research to interpret the findings from studies that utilize eye-gaze methods with children with ASD. Autism Res 2020, 13: 271-283. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The current study found that automatic eye-tracking and manual gaze coding produced different rates of data loss and different overall patterns of results in young children with ASD. These findings show that the choice of eye-gaze system may impact the findings of a study-important information for both researchers and consumers of autism research. En ligne : http://dx.doi.org/10.1002/aur.2225 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420 [article] Comparing Automatic Eye Tracking and Manual Gaze Coding Methods in Young Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Courtney E. VENKER, Auteur ; Ron POMPER, Auteur ; Tristan MAHR, Auteur ; Jan EDWARDS, Auteur ; Jenny SAFFRAN, Auteur ; Susan ELLIS WEISMER, Auteur . - p.271-283. Langues : Anglais (eng) in Autism Research > 13-2 (February 2020) . - p.271-283 Mots-clés : autism  children  data quality  eye tracking  language processing  methodology Index. décimale : PER Périodiques Résumé : Eye-gaze methods offer numerous advantages for studying cognitive processes in children with autism spectrum disorder (ASD), but data loss may threaten the validity and generalizability of results. Some eye-gaze systems may be more vulnerable to data loss than others, but to our knowledge, this issue has not been empirically investigated. In the current study, we asked whether automatic eye-tracking and manual gaze coding produce different rates of data loss or different results in a group of 51 toddlers with ASD. Data from both systems were gathered (from the same children) simultaneously, during the same experimental sessions. As predicted, manual gaze coding produced significantly less data loss than automatic eye tracking, as indicated by the number of usable trials and the proportion of looks to the images per trial. In addition, automatic eye-tracking and manual gaze coding produced different patterns of results, suggesting that the eye-gaze system used to address a particular research question could alter a study's findings and the scientific conclusions that follow. It is our hope that the information from this and future methodological studies will help researchers to select the eye-gaze measurement system that best fits their research questions and target population, as well as help consumers of autism research to interpret the findings from studies that utilize eye-gaze methods with children with ASD. Autism Res 2020, 13: 271-283. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The current study found that automatic eye-tracking and manual gaze coding produced different rates of data loss and different overall patterns of results in young children with ASD. These findings show that the choice of eye-gaze system may impact the findings of a study-important information for both researchers and consumers of autism research. En ligne : http://dx.doi.org/10.1002/aur.2225 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420

Competing Perceptual Salience in a Visual Word Recognition Task Differentially Affects Children With and Without Autism Spectrum Disorder / Courtney E. VENKER in Autism Research, 14-6 (June 2021)  

Public ISBD [article]  inAutism Research > 14-6 (June 2021) . - p.1147-1162 Titre : Competing Perceptual Salience in a Visual Word Recognition Task Differentially Affects Children With and Without Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Courtney E. VENKER, Auteur ; J. MATHÉE, Auteur ; D. NEUMANN, Auteur ; J. EDWARDS, Auteur ; Jenny SAFFRAN, Auteur ; S. ELLIS WEISMER, Auteur Article en page(s) : p.1147-1162 Langues : Anglais (eng) Mots-clés : Aptitude  Autism Spectrum Disorder  Child  Child, Preschool  Humans  Infant  Language  Learning  Linguistics  attention  child  cues  information seeking behavior  language  language development Index. décimale : PER Périodiques Résumé : Differences in visual attention have long been recognized as a central characteristic of autism spectrum disorder (ASD). Regardless of social content, children with ASD show a strong preference for perceptual salience-how interesting (i.e., striking) certain stimuli are, based on their visual properties (e.g., color, geometric patterning). However, we do not know the extent to which attentional allocation preferences for perceptual salience persist when they compete with top-down, linguistic information. This study examined the impact of competing perceptual salience on visual word recognition in 17 children with ASD (mean age 31?months) and 17 children with typical development (mean age 20?months) matched on receptive language skills. A word recognition task presented two images on a screen, one of which was named (e.g., Find the bowl!). On Neutral trials, both images had high salience (i.e., were colorful and had geometric patterning). On Competing trials, the distracter image had high salience but the target image had low salience, creating competition between bottom-up (i.e., salience-driven) and top-down (i.e., language-driven) processes. Though both groups of children showed word recognition in an absolute sense, competing perceptual salience significantly decreased attention to the target only in the children with ASD. These findings indicate that perceptual properties of objects can disrupt attention to relevant information in children with ASD, which has implications for supporting their language development. Findings also demonstrate that perceptual salience affects attentional allocation preferences in children with ASD, even in the absence of social stimuli. LAY SUMMARY: This study found that visually striking objects distract young children with autism spectrum disorder (ASD) from looking at relevant (but less striking) objects named by an adult. Language-matched, younger children with typical development were not significantly affected by this visual distraction. Though visual distraction could have cascading negative effects on language development in children with ASD, learning opportunities that build on children's focus of attention are likely to support positive outcomes. En ligne : http://dx.doi.org/10.1002/aur.2457 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 [article] Competing Perceptual Salience in a Visual Word Recognition Task Differentially Affects Children With and Without Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Courtney E. VENKER, Auteur ; J. MATHÉE, Auteur ; D. NEUMANN, Auteur ; J. EDWARDS, Auteur ; Jenny SAFFRAN, Auteur ; S. ELLIS WEISMER, Auteur . - p.1147-1162. Langues : Anglais (eng) in Autism Research > 14-6 (June 2021) . - p.1147-1162 Mots-clés : Aptitude  Autism Spectrum Disorder  Child  Child, Preschool  Humans  Infant  Language  Learning  Linguistics  attention  child  cues  information seeking behavior  language  language development Index. décimale : PER Périodiques Résumé : Differences in visual attention have long been recognized as a central characteristic of autism spectrum disorder (ASD). Regardless of social content, children with ASD show a strong preference for perceptual salience-how interesting (i.e., striking) certain stimuli are, based on their visual properties (e.g., color, geometric patterning). However, we do not know the extent to which attentional allocation preferences for perceptual salience persist when they compete with top-down, linguistic information. This study examined the impact of competing perceptual salience on visual word recognition in 17 children with ASD (mean age 31?months) and 17 children with typical development (mean age 20?months) matched on receptive language skills. A word recognition task presented two images on a screen, one of which was named (e.g., Find the bowl!). On Neutral trials, both images had high salience (i.e., were colorful and had geometric patterning). On Competing trials, the distracter image had high salience but the target image had low salience, creating competition between bottom-up (i.e., salience-driven) and top-down (i.e., language-driven) processes. Though both groups of children showed word recognition in an absolute sense, competing perceptual salience significantly decreased attention to the target only in the children with ASD. These findings indicate that perceptual properties of objects can disrupt attention to relevant information in children with ASD, which has implications for supporting their language development. Findings also demonstrate that perceptual salience affects attentional allocation preferences in children with ASD, even in the absence of social stimuli. LAY SUMMARY: This study found that visually striking objects distract young children with autism spectrum disorder (ASD) from looking at relevant (but less striking) objects named by an adult. Language-matched, younger children with typical development were not significantly affected by this visual distraction. Though visual distraction could have cascading negative effects on language development in children with ASD, learning opportunities that build on children's focus of attention are likely to support positive outcomes. En ligne : http://dx.doi.org/10.1002/aur.2457 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449

Individual Differences in the Real-Time Comprehension of Children with ASD / Courtney E. VENKER in Autism Research, 6-5 (October 2013)  

Public ISBD [article]  inAutism Research > 6-5 (October 2013) . - p.417-432 Titre : Individual Differences in the Real-Time Comprehension of Children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Courtney E. VENKER, Auteur ; Elizabeth R. EERNISSE, Auteur ; Jenny SAFFRAN, Auteur ; Susan Ellis WEISMER, Auteur Article en page(s) : p.417-432 Langues : Anglais (eng) Mots-clés : autism  comprehension  language processing  receptive vocabulary  eye-gaze methodology  individual differences Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorders (ASD) demonstrate deficits in language comprehension, but little is known about how they process spoken language as it unfolds. Real-time lexical comprehension is associated with language and cognition in children without ASD, suggesting that this may also be the case for children with ASD. This study adopted an individual differences approach to characterizing real-time comprehension of familiar words in a group of 34 three- to six-year-olds with ASD. The looking-while-listening paradigm was employed; it measures online accuracy and latency through language-mediated eye movements and has limited task demands. On average, children demonstrated comprehension of the familiar words, but considerable variability emerged. Children with better accuracy were faster to process the familiar words. In combination, processing speed and comprehension on a standardized language assessment explained 63% of the variance in online accuracy. Online accuracy was not correlated with autism severity or maternal education, and nonverbal cognition did not explain unique variance. Notably, online accuracy at age 5½ was related to vocabulary comprehension 3 years earlier. The words typically learned earliest in life were processed most quickly. Consistent with a dimensional view of language abilities, these findings point to similarities in patterns of language acquisition in typically developing children and those with ASD. Overall, our results emphasize the value of examining individual differences in real-time language comprehension in this population. We propose that the looking-while-listening paradigm is a sensitive and valuable methodological tool that can be applied across many areas of autism research. En ligne : http://dx.doi.org/10.1002/aur.1304 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 [article] Individual Differences in the Real-Time Comprehension of Children with ASD [Texte imprimé et/ou numérique] / Courtney E. VENKER, Auteur ; Elizabeth R. EERNISSE, Auteur ; Jenny SAFFRAN, Auteur ; Susan Ellis WEISMER, Auteur . - p.417-432. Langues : Anglais (eng) in Autism Research > 6-5 (October 2013) . - p.417-432 Mots-clés : autism  comprehension  language processing  receptive vocabulary  eye-gaze methodology  individual differences Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorders (ASD) demonstrate deficits in language comprehension, but little is known about how they process spoken language as it unfolds. Real-time lexical comprehension is associated with language and cognition in children without ASD, suggesting that this may also be the case for children with ASD. This study adopted an individual differences approach to characterizing real-time comprehension of familiar words in a group of 34 three- to six-year-olds with ASD. The looking-while-listening paradigm was employed; it measures online accuracy and latency through language-mediated eye movements and has limited task demands. On average, children demonstrated comprehension of the familiar words, but considerable variability emerged. Children with better accuracy were faster to process the familiar words. In combination, processing speed and comprehension on a standardized language assessment explained 63% of the variance in online accuracy. Online accuracy was not correlated with autism severity or maternal education, and nonverbal cognition did not explain unique variance. Notably, online accuracy at age 5½ was related to vocabulary comprehension 3 years earlier. The words typically learned earliest in life were processed most quickly. Consistent with a dimensional view of language abilities, these findings point to similarities in patterns of language acquisition in typically developing children and those with ASD. Overall, our results emphasize the value of examining individual differences in real-time language comprehension in this population. We propose that the looking-while-listening paradigm is a sensitive and valuable methodological tool that can be applied across many areas of autism research. En ligne : http://dx.doi.org/10.1002/aur.1304 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218

Lexical Processing in Toddlers with ASD: Does Weak Central Coherence Play a Role? / Susan ELLIS WEISMER in Journal of Autism and Developmental Disorders, 46-12 (December 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3755-3769 Titre : Lexical Processing in Toddlers with ASD: Does Weak Central Coherence Play a Role? Type de document : Texte imprimé et/ou numérique Auteurs : Susan ELLIS WEISMER, Auteur ; Eileen HAEBIG, Auteur ; Jan EDWARDS, Auteur ; Jenny SAFFRAN, Auteur ; Courtney E. VENKER, Auteur Article en page(s) : p.3755-3769 Langues : Anglais (eng) Mots-clés : Autism  Lexical processing  Weak central coherence  Receptive vocabulary  Toddlers Index. décimale : PER Périodiques Résumé : This study investigated whether vocabulary delays in toddlers with autism spectrum disorders (ASD) can be explained by a cognitive style that prioritizes processing of detailed, local features of input over global contextual integration—as claimed by the weak central coherence (WCC) theory. Thirty toddlers with ASD and 30 younger, cognition-matched typical controls participated in a looking-while-listening task that assessed whether perceptual or semantic similarities among named images disrupted word recognition relative to a neutral condition. Overlap of perceptual features invited local processing whereas semantic overlap invited global processing. With the possible exception of a subset of toddlers who had very low vocabulary skills, these results provide no evidence that WCC is characteristic of lexical processing in toddlers with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2926-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 [article] Lexical Processing in Toddlers with ASD: Does Weak Central Coherence Play a Role? [Texte imprimé et/ou numérique] / Susan ELLIS WEISMER, Auteur ; Eileen HAEBIG, Auteur ; Jan EDWARDS, Auteur ; Jenny SAFFRAN, Auteur ; Courtney E. VENKER, Auteur . - p.3755-3769. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3755-3769 Mots-clés : Autism  Lexical processing  Weak central coherence  Receptive vocabulary  Toddlers Index. décimale : PER Périodiques Résumé : This study investigated whether vocabulary delays in toddlers with autism spectrum disorders (ASD) can be explained by a cognitive style that prioritizes processing of detailed, local features of input over global contextual integration—as claimed by the weak central coherence (WCC) theory. Thirty toddlers with ASD and 30 younger, cognition-matched typical controls participated in a looking-while-listening task that assessed whether perceptual or semantic similarities among named images disrupted word recognition relative to a neutral condition. Overlap of perceptual features invited local processing whereas semantic overlap invited global processing. With the possible exception of a subset of toddlers who had very low vocabulary skills, these results provide no evidence that WCC is characteristic of lexical processing in toddlers with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2926-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297

Predictive language processing in young autistic children / Kathryn E. PRESCOTT in Autism Research, 15-5 (May 2022)  

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Specificity of Phonological Representations for Children with Autism Spectrum Disorder / R. POMPER in Journal of Autism and Developmental Disorders, 49-8 (August 2019)  

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Statistical learning as a window into developmental disabilities / Jenny SAFFRAN in Journal of Neurodevelopmental Disorders, 10-1 (December 2018)  

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Statistical word learning in children with autism spectrum disorder and specific language impairment / Eileen HAEBIG in Journal of Child Psychology and Psychiatry, 58-11 (November 2017)  

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The effect of volatility in linguistic input on prediction behavior in autistic toddlers / Kathryn E. PRESCOTT in Autism Research, 17-11 (November 2024)  

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Thinking Ahead: Incremental Language Processing is Associated with Receptive Language Abilities in Preschoolers with Autism Spectrum Disorder / Courtney E. VENKER in Journal of Autism and Developmental Disorders, 49-3 (March 2019)  

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Use of Mutual Exclusivity and its Relationship to Language Ability in Toddlers with Autism Spectrum Disorder / Janine MATHEE-SCOTT in Journal of Autism and Developmental Disorders, 52-10 (October 2022)  

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