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

Planning in Children with Autism Spectrum Disorder: The Role of Verbal Mediation / C. LARSON in Journal of Autism and Developmental Disorders, 51-7 (July 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2200-2217 Titre : Planning in Children with Autism Spectrum Disorder: The Role of Verbal Mediation Type de document : Texte imprimé et/ou numérique Auteurs : C. LARSON, Auteur ; I. GANGOPADHYAY, Auteur ; K. PRESCOTT, Auteur ; M. KAUSHANSKAYA, Auteur ; S. ELLIS WEISMER, Auteur Article en page(s) : p.2200-2217 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder/psychology  Case-Control Studies  Child  Child Language  Female  Humans  Language Development Disorders/psychology  Male  Task Performance and Analysis  Verbal Behavior  Wechsler Scales  Autism spectrum disorder  Executive function  Language  Planning Index. décimale : PER Périodiques Résumé : This study examined verbal mediation during planning in school-age children with autism spectrum disorder (ASD) relative to age- and nonverbal IQ- matched typically developing peers using a dual-task paradigm. Analyses showed no group differences in performance. However, in the condition intended to disrupt verbal mediation, language skills were associated with planning performance for the TD group, but not the ASD group. Upon examining ASD subgroups with versus without comorbid structural language impairment, children with ASD and normal language appeared to rely on verbal mediation to a greater degree than children with ASD and language impairment, but to a lesser degree than TD peers. Thus, the role of verbal mediation in planning for children with ASD differs depending on language status. En ligne : http://dx.doi.org/10.1007/s10803-020-04639-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] Planning in Children with Autism Spectrum Disorder: The Role of Verbal Mediation [Texte imprimé et/ou numérique] / C. LARSON, Auteur ; I. GANGOPADHYAY, Auteur ; K. PRESCOTT, Auteur ; M. KAUSHANSKAYA, Auteur ; S. ELLIS WEISMER, Auteur . - p.2200-2217. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-7 (July 2021) . - p.2200-2217 Mots-clés : Adolescent  Autism Spectrum Disorder/psychology  Case-Control Studies  Child  Child Language  Female  Humans  Language Development Disorders/psychology  Male  Task Performance and Analysis  Verbal Behavior  Wechsler Scales  Autism spectrum disorder  Executive function  Language  Planning Index. décimale : PER Périodiques Résumé : This study examined verbal mediation during planning in school-age children with autism spectrum disorder (ASD) relative to age- and nonverbal IQ- matched typically developing peers using a dual-task paradigm. Analyses showed no group differences in performance. However, in the condition intended to disrupt verbal mediation, language skills were associated with planning performance for the TD group, but not the ASD group. Upon examining ASD subgroups with versus without comorbid structural language impairment, children with ASD and normal language appeared to rely on verbal mediation to a greater degree than children with ASD and language impairment, but to a lesser degree than TD peers. Thus, the role of verbal mediation in planning for children with ASD differs depending on language status. En ligne : http://dx.doi.org/10.1007/s10803-020-04639-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

A Preliminary Epidemiologic Study of Social (Pragmatic) Communication Disorder Relative to Autism Spectrum Disorder and Developmental Disability Without Social Communication Deficits / S. ELLIS WEISMER in Journal of Autism and Developmental Disorders, 51-8 (August 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-8 (August 2021) . - p.2686-2696 Titre : A Preliminary Epidemiologic Study of Social (Pragmatic) Communication Disorder Relative to Autism Spectrum Disorder and Developmental Disability Without Social Communication Deficits Type de document : Texte imprimé et/ou numérique Auteurs : S. ELLIS WEISMER, Auteur ; E. RUBENSTEIN, Auteur ; Lisa D. WIGGINS, Auteur ; M. S. DURKIN, Auteur Article en page(s) : p.2686-2696 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis/epidemiology  Autistic Disorder  Case-Control Studies  Child  Child, Preschool  Cognition  Communication  Communication Disorders  Developmental Disabilities/diagnosis/epidemiology  Diagnostic and Statistical Manual of Mental Disorders  Epidemiologic Studies  Female  Humans  Male  Phenotype  Social Communication Disorder/diagnosis/epidemiology  Autism spectrum disorder  Epidemiological study  Pragmatics  Social communication disorder Index. décimale : PER Périodiques Résumé : The goal of this preliminary investigation was to compare demographic and clinical characteristics in a sample of children with likely Social (Pragmatic) Communication Disorder (SCD) (N?=?117) to those in children with possible (N?=?118) and some (N?=?126) SCD traits, other developmental delay (DD) (N?=?91) and autism spectrum disorder (ASD) (N?=?642). We used data from the Study to Explore Early Development (SEED), a multi-site case-control study. Items reflecting SCD DSM-5 criteria were selected from an autism diagnostic measure, with SCD categories identified by creating quartiles. Our results suggest that SCD may fall along a continuum involving elevated deficits (in comparison to DD with no SCD) in social communication and restricted and repetitive behavior that do not reach the clinical threshold for ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04737-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 [article] A Preliminary Epidemiologic Study of Social (Pragmatic) Communication Disorder Relative to Autism Spectrum Disorder and Developmental Disability Without Social Communication Deficits [Texte imprimé et/ou numérique] / S. ELLIS WEISMER, Auteur ; E. RUBENSTEIN, Auteur ; Lisa D. WIGGINS, Auteur ; M. S. DURKIN, Auteur . - p.2686-2696. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-8 (August 2021) . - p.2686-2696 Mots-clés : Autism Spectrum Disorder/diagnosis/epidemiology  Autistic Disorder  Case-Control Studies  Child  Child, Preschool  Cognition  Communication  Communication Disorders  Developmental Disabilities/diagnosis/epidemiology  Diagnostic and Statistical Manual of Mental Disorders  Epidemiologic Studies  Female  Humans  Male  Phenotype  Social Communication Disorder/diagnosis/epidemiology  Autism spectrum disorder  Epidemiological study  Pragmatics  Social communication disorder Index. décimale : PER Périodiques Résumé : The goal of this preliminary investigation was to compare demographic and clinical characteristics in a sample of children with likely Social (Pragmatic) Communication Disorder (SCD) (N?=?117) to those in children with possible (N?=?118) and some (N?=?126) SCD traits, other developmental delay (DD) (N?=?91) and autism spectrum disorder (ASD) (N?=?642). We used data from the Study to Explore Early Development (SEED), a multi-site case-control study. Items reflecting SCD DSM-5 criteria were selected from an autism diagnostic measure, with SCD categories identified by creating quartiles. Our results suggest that SCD may fall along a continuum involving elevated deficits (in comparison to DD with no SCD) in social communication and restricted and repetitive behavior that do not reach the clinical threshold for ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04737-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453

Reading Comprehension in Children With and Without ASD: The Role of Word Reading, Oral Language, and Working Memory / M. M. DAVIDSON in Journal of Autism and Developmental Disorders, 48-10 (October 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3524-3541 Titre : Reading Comprehension in Children With and Without ASD: The Role of Word Reading, Oral Language, and Working Memory Type de document : Texte imprimé et/ou numérique Auteurs : M. M. DAVIDSON, Auteur ; M. KAUSHANSKAYA, Auteur ; S. ELLIS WEISMER, Auteur Article en page(s) : p.3524-3541 Langues : Anglais (eng) Mots-clés : Autism  Reading comprehension  Vocabulary  Word reading  Working memory Index. décimale : PER Périodiques Résumé : Word reading and oral language predict reading comprehension, which is generally poor, in individuals with autism spectrum disorder (ASD). However, working memory (WM), despite documented weaknesses, has not been thoroughly investigated as a predictor of reading comprehension in ASD. This study examined the role of three parallel WM N-back tasks using abstract shapes, familiar objects, and written words in children (8-14 years) with ASD (n = 19) and their typically developing peers (n = 24). All three types of WM were significant predictors of reading comprehension when considered alone. However, these relationships were rendered non-significant with the addition of age, word reading, vocabulary, and group entered into the models. Oral vocabulary emerged as the strongest predictor of reading comprehension. En ligne : http://dx.doi.org/10.1007/s10803-018-3617-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 [article] Reading Comprehension in Children With and Without ASD: The Role of Word Reading, Oral Language, and Working Memory [Texte imprimé et/ou numérique] / M. M. DAVIDSON, Auteur ; M. KAUSHANSKAYA, Auteur ; S. ELLIS WEISMER, Auteur . - p.3524-3541. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3524-3541 Mots-clés : Autism  Reading comprehension  Vocabulary  Word reading  Working memory Index. décimale : PER Périodiques Résumé : Word reading and oral language predict reading comprehension, which is generally poor, in individuals with autism spectrum disorder (ASD). However, working memory (WM), despite documented weaknesses, has not been thoroughly investigated as a predictor of reading comprehension in ASD. This study examined the role of three parallel WM N-back tasks using abstract shapes, familiar objects, and written words in children (8-14 years) with ASD (n = 19) and their typically developing peers (n = 24). All three types of WM were significant predictors of reading comprehension when considered alone. However, these relationships were rendered non-significant with the addition of age, word reading, vocabulary, and group entered into the models. Oral vocabulary emerged as the strongest predictor of reading comprehension. En ligne : http://dx.doi.org/10.1007/s10803-018-3617-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369

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

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3351-3363 Titre : Specificity of Phonological Representations for Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : R. POMPER, Auteur ; S. ELLIS WEISMER, Auteur ; Jenny SAFFRAN, Auteur ; J. EDWARDS, Auteur Article en page(s) : p.3351-3363 Langues : Anglais (eng) Mots-clés : Autism  Eye-tracking  Lexical processing  Phonology  Weak central coherence Index. décimale : PER Périodiques Résumé : This study investigated whether children with autism spectrum disorder (ASD) are sensitive to mispronunciations of familiar words and compared their sensitivity to children with typical-development. Sixty-four toddlers with ASD and 31 younger, typical controls participated in a looking-while-listening task that measured their accuracy in fixating the correct object when it was labelled with a correct pronunciation versus mispronunciation. A cognitive style that prioritizes processing local, rather than global features, as claimed by the weak central coherence theory, predicts that children with ASD should be more sensitive to mispronunciations than typical controls. The results, however, reveal no differences in the effect of mispronunciations on lexical processing between groups, even when matched for receptive language or non-verbal cognitive skills. En ligne : http://dx.doi.org/10.1007/s10803-019-04054-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 [article] Specificity of Phonological Representations for Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / R. POMPER, Auteur ; S. ELLIS WEISMER, Auteur ; Jenny SAFFRAN, Auteur ; J. EDWARDS, Auteur . - p.3351-3363. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-8 (August 2019) . - p.3351-3363 Mots-clés : Autism  Eye-tracking  Lexical processing  Phonology  Weak central coherence Index. décimale : PER Périodiques Résumé : This study investigated whether children with autism spectrum disorder (ASD) are sensitive to mispronunciations of familiar words and compared their sensitivity to children with typical-development. Sixty-four toddlers with ASD and 31 younger, typical controls participated in a looking-while-listening task that measured their accuracy in fixating the correct object when it was labelled with a correct pronunciation versus mispronunciation. A cognitive style that prioritizes processing local, rather than global features, as claimed by the weak central coherence theory, predicts that children with ASD should be more sensitive to mispronunciations than typical controls. The results, however, reveal no differences in the effect of mispronunciations on lexical processing between groups, even when matched for receptive language or non-verbal cognitive skills. En ligne : http://dx.doi.org/10.1007/s10803-019-04054-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403

The role of nonverbal working memory in morphosyntactic processing by children with specific language impairment and autism spectrum disorders / S. ELLIS WEISMER in Journal of Neurodevelopmental Disorders, 9-1 (December 2017)  

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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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