Ensemble perception in autism spectrum disorder: Member-identification versus mean-discrimination / Ruth VAN DER HALLEN in Autism Research, 10-7 (July 2017)  

Public ISBD [article]  inAutism Research > 10-7 (July 2017) . - p.1291-1299 Titre : Ensemble perception in autism spectrum disorder: Member-identification versus mean-discrimination Type de document : texte imprimé Auteurs : Ruth VAN DER HALLEN, Auteur ; Lisa LEMMENS, Auteur ; Jean STEYAERT, Auteur ; Ilse NOENS, Auteur ; Johan WAGEMANS, Auteur Article en page(s) : p.1291-1299 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  local-global  ensemble encoding  visual perception Index. décimale : PER Périodiques Résumé : To efficiently represent the outside world our brain compresses sets of similar items into a summarized representation, a phenomenon known as ensemble perception. While most studies on ensemble perception investigate this perceptual mechanism in typically developing (TD) adults, more recently, researchers studying perceptual organization in individuals with autism spectrum disorder (ASD) have turned their attention toward ensemble perception. The current study is the first to investigate the use of ensemble perception for size in children with and without ASD (N = 42, 8–16 years). We administered a pair of tasks pioneered by Ariely [2001] evaluating both member-identification and mean-discrimination. In addition, we varied the distribution types of our sets to allow a more detailed evaluation of task performance. Results show that, overall, both groups performed similarly in the member-identification task, a test of “local perception,” and similarly in the mean identification task, a test of “gist perception.” However, in both tasks performance of the TD group was affected more strongly by the degree of stimulus variability in the set, than performance of the ASD group. These findings indicate that both TD children and children with ASD use ensemble statistics to represent a set of similar items, illustrating the fundamental nature of ensemble coding in visual perception. Differences in sensitivity to stimulus variability between both groups are discussed in relation to recent theories of information processing in ASD (e.g., increased sampling, decreased priors, increased precision). En ligne : http://dx.doi.org/10.1002/aur.1767 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310 [article] Ensemble perception in autism spectrum disorder: Member-identification versus mean-discrimination [texte imprimé] / Ruth VAN DER HALLEN, Auteur ; Lisa LEMMENS, Auteur ; Jean STEYAERT, Auteur ; Ilse NOENS, Auteur ; Johan WAGEMANS, Auteur . - p.1291-1299. Langues : Anglais (eng) in Autism Research > 10-7 (July 2017) . - p.1291-1299 Mots-clés : autism spectrum disorder  local-global  ensemble encoding  visual perception Index. décimale : PER Périodiques Résumé : To efficiently represent the outside world our brain compresses sets of similar items into a summarized representation, a phenomenon known as ensemble perception. While most studies on ensemble perception investigate this perceptual mechanism in typically developing (TD) adults, more recently, researchers studying perceptual organization in individuals with autism spectrum disorder (ASD) have turned their attention toward ensemble perception. The current study is the first to investigate the use of ensemble perception for size in children with and without ASD (N = 42, 8–16 years). We administered a pair of tasks pioneered by Ariely [2001] evaluating both member-identification and mean-discrimination. In addition, we varied the distribution types of our sets to allow a more detailed evaluation of task performance. Results show that, overall, both groups performed similarly in the member-identification task, a test of “local perception,” and similarly in the mean identification task, a test of “gist perception.” However, in both tasks performance of the TD group was affected more strongly by the degree of stimulus variability in the set, than performance of the ASD group. These findings indicate that both TD children and children with ASD use ensemble statistics to represent a set of similar items, illustrating the fundamental nature of ensemble coding in visual perception. Differences in sensitivity to stimulus variability between both groups are discussed in relation to recent theories of information processing in ASD (e.g., increased sampling, decreased priors, increased precision). En ligne : http://dx.doi.org/10.1002/aur.1767 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=310

Structural and contextual priors affect visual search in children with and without autism / Sander VAN DE CRUYS in Autism Research, 14-7 (July 2021)  

Public ISBD [article]  inAutism Research > 14-7 (July 2021) . - p.1484-1495 Titre : Structural and contextual priors affect visual search in children with and without autism Type de document : texte imprimé Auteurs : Sander VAN DE CRUYS, Auteur ; Lisa LEMMENS, Auteur ; Laurie-Anne SAPEY-TRIOMPHE, Auteur ; Andrey CHETVERIKOV, Auteur ; Ilse NOENS, Auteur ; Johan WAGEMANS, Auteur Article en page(s) : p.1484-1495 Langues : Anglais (eng) Mots-clés : Adult  Autism Spectrum Disorder  Autistic Disorder  Bayes Theorem  Child  Humans  Learning  Reaction Time  Visual Perception  Bayesian brain  ensemble perception  perceptual learning  predictive coding  summary statistics  visual search Index. décimale : PER Périodiques Résumé : Bayesian predictive coding theories of autism spectrum disorder propose that impaired acquisition or a broader shape of prior probability distributions lies at the core of the condition. However, we still know very little about how probability distributions are learned and encoded by children, let alone children with autism. Here, we take advantage of a recently developed distribution learning paradigm to characterize how children with and without autism acquire information about probability distributions. Twenty-four autistic and 25-matched neurotypical children searched for an odd-one-out target among a set of distractor lines with orientations sampled from a Gaussian distribution repeated across multiple trials to allow for learning of the parameters (mean and variance) of the distribution. We could measure the width (variance) of the participant's encoded distribution by introducing a target-distractor role-reversal while varying the similarity between target and previous distractor mean. Both groups performed similarly on the visual search task and learned the distractor distribution to a similar extent. However, the variance learned was much broader than the one presented, consistent with less informative priors in children irrespective of autism diagnosis. These findings have important implications for Bayesian accounts of perception throughout development, and Bayesian accounts of autism specifically. LAY SUMMARY: Recent theories about the underlying cognitive mechanisms of autism propose that the way autistic individuals estimate variability or uncertainty in their perceptual environment may differ from how typical individuals do so. Children had to search an oddly tilted line in a set of lines pointing in different directions, and based on their response times we examined how they learned about the variability in a set of objects. We found that autistic children learn variability as well as typical children, but both groups learn with less precision than typical adults do on the same task. En ligne : http://dx.doi.org/10.1002/aur.2511 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 [article] Structural and contextual priors affect visual search in children with and without autism [texte imprimé] / Sander VAN DE CRUYS, Auteur ; Lisa LEMMENS, Auteur ; Laurie-Anne SAPEY-TRIOMPHE, Auteur ; Andrey CHETVERIKOV, Auteur ; Ilse NOENS, Auteur ; Johan WAGEMANS, Auteur . - p.1484-1495. Langues : Anglais (eng) in Autism Research > 14-7 (July 2021) . - p.1484-1495 Mots-clés : Adult  Autism Spectrum Disorder  Autistic Disorder  Bayes Theorem  Child  Humans  Learning  Reaction Time  Visual Perception  Bayesian brain  ensemble perception  perceptual learning  predictive coding  summary statistics  visual search Index. décimale : PER Périodiques Résumé : Bayesian predictive coding theories of autism spectrum disorder propose that impaired acquisition or a broader shape of prior probability distributions lies at the core of the condition. However, we still know very little about how probability distributions are learned and encoded by children, let alone children with autism. Here, we take advantage of a recently developed distribution learning paradigm to characterize how children with and without autism acquire information about probability distributions. Twenty-four autistic and 25-matched neurotypical children searched for an odd-one-out target among a set of distractor lines with orientations sampled from a Gaussian distribution repeated across multiple trials to allow for learning of the parameters (mean and variance) of the distribution. We could measure the width (variance) of the participant's encoded distribution by introducing a target-distractor role-reversal while varying the similarity between target and previous distractor mean. Both groups performed similarly on the visual search task and learned the distractor distribution to a similar extent. However, the variance learned was much broader than the one presented, consistent with less informative priors in children irrespective of autism diagnosis. These findings have important implications for Bayesian accounts of perception throughout development, and Bayesian accounts of autism specifically. LAY SUMMARY: Recent theories about the underlying cognitive mechanisms of autism propose that the way autistic individuals estimate variability or uncertainty in their perceptual environment may differ from how typical individuals do so. Children had to search an oddly tilted line in a set of lines pointing in different directions, and based on their response times we examined how they learned about the variability in a set of objects. We found that autistic children learn variability as well as typical children, but both groups learn with less precision than typical adults do on the same task. En ligne : http://dx.doi.org/10.1002/aur.2511 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449

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