Advantage in Character Recognition Among Chinese Preschool Children with Autism Spectrum Disorder / J. ZHAO in Journal of Autism and Developmental Disorders, 49-12 (December 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.4929-4940 Titre : Advantage in Character Recognition Among Chinese Preschool Children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : J. ZHAO, Auteur ; S. CHEN, Auteur ; X. TONG, Auteur ; L. YI, Auteur Article en page(s) : p.4929-4940 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Character recognition  Cognitive abilities  Hyperlexia  Metalinguistic skills Index. décimale : PER Périodiques Résumé : This study examined Chinese character recognition and its cognitive and linguistic correlates in preschool children with autism spectrum disorder (ASD). Forty-seven children with ASD and 51 IQ-matched typically developing (TD) children were tested on Chinese character recognition, rapid automatized naming, inhibitory control, digit span, IQ, vocabulary, phonological awareness, morphological awareness, and listening comprehension. Chinese children with ASD showed strong character recognition skills. Unlike TD children's character recognition, which was correlated with all the measured cognitive and linguistic skills, character recognition of children with ASD was only significantly correlated with rapid automatized naming, inhibitory control, and phonological awareness. Our findings suggest that phonological awareness and rapid automatized naming may serve as important predictors for possible advantage in emergent literacy acquisition in Chinese children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04202-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411 [article] Advantage in Character Recognition Among Chinese Preschool Children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / J. ZHAO, Auteur ; S. CHEN, Auteur ; X. TONG, Auteur ; L. YI, Auteur . - p.4929-4940. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-12 (December 2019) . - p.4929-4940 Mots-clés : Autism spectrum disorders  Character recognition  Cognitive abilities  Hyperlexia  Metalinguistic skills Index. décimale : PER Périodiques Résumé : This study examined Chinese character recognition and its cognitive and linguistic correlates in preschool children with autism spectrum disorder (ASD). Forty-seven children with ASD and 51 IQ-matched typically developing (TD) children were tested on Chinese character recognition, rapid automatized naming, inhibitory control, digit span, IQ, vocabulary, phonological awareness, morphological awareness, and listening comprehension. Chinese children with ASD showed strong character recognition skills. Unlike TD children's character recognition, which was correlated with all the measured cognitive and linguistic skills, character recognition of children with ASD was only significantly correlated with rapid automatized naming, inhibitory control, and phonological awareness. Our findings suggest that phonological awareness and rapid automatized naming may serve as important predictors for possible advantage in emergent literacy acquisition in Chinese children with ASD. En ligne : http://dx.doi.org/10.1007/s10803-019-04202-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=411

Children with Autism Spectrum Disorder Prefer Looking at Repetitive Movements in a Preferential Looking Paradigm / Q. WANG in Journal of Autism and Developmental Disorders, 48-8 (August 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-8 (August 2018) . - p.2821-2831 Titre : Children with Autism Spectrum Disorder Prefer Looking at Repetitive Movements in a Preferential Looking Paradigm Type de document : Texte imprimé et/ou numérique Auteurs : Q. WANG, Auteur ; Y. HU, Auteur ; D. SHI, Auteur ; Y. ZHANG, Auteur ; X. ZOU, Auteur ; S. LI, Auteur ; F. FANG, Auteur ; L. YI, Auteur Article en page(s) : p.2821-2831 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Eye movement  Repetitive behavior  Visual preference  Visual repetitive movement Index. décimale : PER Périodiques Résumé : The present study aimed to investigate the visual preference for repetitive movements in children with autism spectrum disorder (ASD). Young children with ASD and typically-developing (TD) children were presented simultaneously with cartoons depicting repetitive and random movements respectively, while their eye-movements were recorded. We found that: (1) the children with ASD spent more time fixating on the repetitive movements than the random movements, whereas the TD children showed no preference for either type of movements; (2) the children's preference for the repetitive movements was correlated with the parent reports of their repetitive behaviors. Our findings show a promise in using the preferential looking as a potential indicator for the repetitive behaviors and aiding early screening of ASD in future investigations. En ligne : http://dx.doi.org/10.1007/s10803-018-3546-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Children with Autism Spectrum Disorder Prefer Looking at Repetitive Movements in a Preferential Looking Paradigm [Texte imprimé et/ou numérique] / Q. WANG, Auteur ; Y. HU, Auteur ; D. SHI, Auteur ; Y. ZHANG, Auteur ; X. ZOU, Auteur ; S. LI, Auteur ; F. FANG, Auteur ; L. YI, Auteur . - p.2821-2831. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-8 (August 2018) . - p.2821-2831 Mots-clés : Autism spectrum disorder  Eye movement  Repetitive behavior  Visual preference  Visual repetitive movement Index. décimale : PER Périodiques Résumé : The present study aimed to investigate the visual preference for repetitive movements in children with autism spectrum disorder (ASD). Young children with ASD and typically-developing (TD) children were presented simultaneously with cartoons depicting repetitive and random movements respectively, while their eye-movements were recorded. We found that: (1) the children with ASD spent more time fixating on the repetitive movements than the random movements, whereas the TD children showed no preference for either type of movements; (2) the children's preference for the repetitive movements was correlated with the parent reports of their repetitive behaviors. Our findings show a promise in using the preferential looking as a potential indicator for the repetitive behaviors and aiding early screening of ASD in future investigations. En ligne : http://dx.doi.org/10.1007/s10803-018-3546-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Face-viewing patterns predict audiovisual speech integration in autistic children / S. FENG in Autism Research, 14-12 (December 2021)  

Public ISBD [article]  inAutism Research > 14-12 (December 2021) . - p.2592-2602 Titre : Face-viewing patterns predict audiovisual speech integration in autistic children Type de document : Texte imprimé et/ou numérique Auteurs : S. FENG, Auteur ; H. LU, Auteur ; Q. WANG, Auteur ; T. LI, Auteur ; J. FANG, Auteur ; L. CHEN, Auteur ; L. YI, Auteur Article en page(s) : p.2592-2602 Langues : Anglais (eng) Mots-clés : Acoustic Stimulation  Autism Spectrum Disorder/complications  Autistic Disorder/complications  Child  Child, Preschool  Female  Humans  Mouth  Speech  Speech Perception  Visual Perception  McGurk effect  atypical face-viewing patterns  audiovisual speech integration  autistic children  eye movements Index. décimale : PER Périodiques Résumé : Autistic children show audiovisual speech integration deficits, though the underlying mechanisms remain unclear. The present study examined how audiovisual speech integration deficits in autistic children could be affected by their looking patterns. We measured audiovisual speech integration in 26 autistic children and 26 typically developing (TD) children (4- to 7-year-old) employing the McGurk task (a videotaped speaker uttering phonemes with her eyes open or closed) and tracked their eye movements. We found that, compared with TD children, autistic children showed weaker audiovisual speech integration (i.e., the McGurk effect) in the open-eyes condition and similar audiovisual speech integration in the closed-eyes condition. Autistic children viewed the speaker's mouth less in non-McGurk trials than in McGurk trials in both conditions. Importantly, autistic children's weaker audiovisual speech integration could be predicted by their reduced mouth-looking time. The present study indicated that atypical face-viewing patterns could serve as one of the cognitive mechanisms of audiovisual speech integration deficits in autistic children. LAY SUMMARY: McGurk effect occurs when the visual part of a phoneme (e.g., "ga") and the auditory part of another phoneme (e.g., "ba") uttered by a speaker were integrated into a fused perception (e.g., "da"). The present study examined how McGurk effect in autistic children could be affected by their looking patterns for the speaker's face. We found that less looking time for the speaker's mouth in autistic children could predict weaker McGurk effect. As McGurk effect manifests audiovisual speech integration, our findings imply that we could improve audiovisual speech integration in autistic children by directing them to look at the speaker's mouth in future intervention. En ligne : http://dx.doi.org/10.1002/aur.2598 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450 [article] Face-viewing patterns predict audiovisual speech integration in autistic children [Texte imprimé et/ou numérique] / S. FENG, Auteur ; H. LU, Auteur ; Q. WANG, Auteur ; T. LI, Auteur ; J. FANG, Auteur ; L. CHEN, Auteur ; L. YI, Auteur . - p.2592-2602. Langues : Anglais (eng) in Autism Research > 14-12 (December 2021) . - p.2592-2602 Mots-clés : Acoustic Stimulation  Autism Spectrum Disorder/complications  Autistic Disorder/complications  Child  Child, Preschool  Female  Humans  Mouth  Speech  Speech Perception  Visual Perception  McGurk effect  atypical face-viewing patterns  audiovisual speech integration  autistic children  eye movements Index. décimale : PER Périodiques Résumé : Autistic children show audiovisual speech integration deficits, though the underlying mechanisms remain unclear. The present study examined how audiovisual speech integration deficits in autistic children could be affected by their looking patterns. We measured audiovisual speech integration in 26 autistic children and 26 typically developing (TD) children (4- to 7-year-old) employing the McGurk task (a videotaped speaker uttering phonemes with her eyes open or closed) and tracked their eye movements. We found that, compared with TD children, autistic children showed weaker audiovisual speech integration (i.e., the McGurk effect) in the open-eyes condition and similar audiovisual speech integration in the closed-eyes condition. Autistic children viewed the speaker's mouth less in non-McGurk trials than in McGurk trials in both conditions. Importantly, autistic children's weaker audiovisual speech integration could be predicted by their reduced mouth-looking time. The present study indicated that atypical face-viewing patterns could serve as one of the cognitive mechanisms of audiovisual speech integration deficits in autistic children. LAY SUMMARY: McGurk effect occurs when the visual part of a phoneme (e.g., "ga") and the auditory part of another phoneme (e.g., "ba") uttered by a speaker were integrated into a fused perception (e.g., "da"). The present study examined how McGurk effect in autistic children could be affected by their looking patterns for the speaker's face. We found that less looking time for the speaker's mouth in autistic children could predict weaker McGurk effect. As McGurk effect manifests audiovisual speech integration, our findings imply that we could improve audiovisual speech integration in autistic children by directing them to look at the speaker's mouth in future intervention. En ligne : http://dx.doi.org/10.1002/aur.2598 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450

Social synchronization during joint attention in children with autism spectrum disorder / Q. LIU in Autism Research, 14-10 (October 2021)  

Public ISBD [article]  inAutism Research > 14-10 (October 2021) . - p.2120-2130 Titre : Social synchronization during joint attention in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Q. LIU, Auteur ; Q. WANG, Auteur ; X. LI, Auteur ; X. GONG, Auteur ; X. LUO, Auteur ; T. YIN, Auteur ; J. LIU, Auteur ; L. YI, Auteur Article en page(s) : p.2120-2130 Langues : Anglais (eng) Mots-clés : Attention  Autism Spectrum Disorder  Child  Cues  Female  Fixation, Ocular  Humans  Social Behavior  cross-recurrence quantification analysis  eye movement  gaze-shift behaviors  joint attention  social synchronization Index. décimale : PER Périodiques Résumé : We explored the social synchronization of gaze-shift behaviors when responding to joint attention in children with autism spectrum disorder (ASD). Forty-one children aged 5 to 8 with ASD and 43 typically developing (TD) children watched a video to complete the response to joint attention (RJA) tasks, during which their gaze data were collected. The synchronization of gaze-shift behaviors between children and the female model in the video was measured with the cross-recurrence quantification analysis (CRQA). Ultimately, we discovered that children with ASD had the ability to synchronize their gaze shifts with the female model in the video during RJA tasks. Compared to the TD children, they displayed lower levels of synchronization and longer latency in this synchronized behavior. These findings provide a new avenue to deepen our understanding of the impairments of social interaction in children with ASD. Notably, the analytic method can be further applied to explore the social synchronization of numerous other social interactive behaviors in ASD. LAY SUMMARY: This study explored how autistic children synchronized their gazed shifts with others' gaze cues during joint attention. We found that compared to typical children, autistic children synchronized their gazed shifts less and needed more time to follow others' gaze. These findings provide a new avenue to deepen our understanding of the impairments of social interaction in children with ASD. En ligne : http://dx.doi.org/10.1002/aur.2553 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450 [article] Social synchronization during joint attention in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Q. LIU, Auteur ; Q. WANG, Auteur ; X. LI, Auteur ; X. GONG, Auteur ; X. LUO, Auteur ; T. YIN, Auteur ; J. LIU, Auteur ; L. YI, Auteur . - p.2120-2130. Langues : Anglais (eng) in Autism Research > 14-10 (October 2021) . - p.2120-2130 Mots-clés : Attention  Autism Spectrum Disorder  Child  Cues  Female  Fixation, Ocular  Humans  Social Behavior  cross-recurrence quantification analysis  eye movement  gaze-shift behaviors  joint attention  social synchronization Index. décimale : PER Périodiques Résumé : We explored the social synchronization of gaze-shift behaviors when responding to joint attention in children with autism spectrum disorder (ASD). Forty-one children aged 5 to 8 with ASD and 43 typically developing (TD) children watched a video to complete the response to joint attention (RJA) tasks, during which their gaze data were collected. The synchronization of gaze-shift behaviors between children and the female model in the video was measured with the cross-recurrence quantification analysis (CRQA). Ultimately, we discovered that children with ASD had the ability to synchronize their gaze shifts with the female model in the video during RJA tasks. Compared to the TD children, they displayed lower levels of synchronization and longer latency in this synchronized behavior. These findings provide a new avenue to deepen our understanding of the impairments of social interaction in children with ASD. Notably, the analytic method can be further applied to explore the social synchronization of numerous other social interactive behaviors in ASD. LAY SUMMARY: This study explored how autistic children synchronized their gazed shifts with others' gaze cues during joint attention. We found that compared to typical children, autistic children synchronized their gazed shifts less and needed more time to follow others' gaze. These findings provide a new avenue to deepen our understanding of the impairments of social interaction in children with ASD. En ligne : http://dx.doi.org/10.1002/aur.2553 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450

The Perceived Social Context Modulates Rule Learning in Autism / H. LU in Journal of Autism and Developmental Disorders, 49-11 (November 2019)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 49-11 (November 2019) . - p.4698-4706 Titre : The Perceived Social Context Modulates Rule Learning in Autism Type de document : Texte imprimé et/ou numérique Auteurs : H. LU, Auteur ; P. LI, Auteur ; J. FANG, Auteur ; L. YI, Auteur Article en page(s) : p.4698-4706 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Rule learning  Trust and deception Index. décimale : PER Périodiques Résumé : This study examines how the awareness of social situation affects rule learning in children with autism spectrum disorders (ASD) using computer-based distrust and deception games. Twenty-eight 4- to 7-year-old children with ASD and 28 age- and IQ-matched typically developing (TD) peers learned the distrusting and deceptive rules in a non-social condition, in which they were playing with a computer, or a social condition with another person pretending to interact via a computer. Results showed intact rule-learning ability in the ASDs in the non-social condition, but poorer overall performance and slower learning process than TD children when they thought that they interacted with a human opponent. Rule learning in ASD was affected by their beliefs about the social context. En ligne : http://dx.doi.org/10.1007/s10803-019-04174-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408 [article] The Perceived Social Context Modulates Rule Learning in Autism [Texte imprimé et/ou numérique] / H. LU, Auteur ; P. LI, Auteur ; J. FANG, Auteur ; L. YI, Auteur . - p.4698-4706. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 49-11 (November 2019) . - p.4698-4706 Mots-clés : Autism spectrum disorders  Rule learning  Trust and deception Index. décimale : PER Périodiques Résumé : This study examines how the awareness of social situation affects rule learning in children with autism spectrum disorders (ASD) using computer-based distrust and deception games. Twenty-eight 4- to 7-year-old children with ASD and 28 age- and IQ-matched typically developing (TD) peers learned the distrusting and deceptive rules in a non-social condition, in which they were playing with a computer, or a social condition with another person pretending to interact via a computer. Results showed intact rule-learning ability in the ASDs in the non-social condition, but poorer overall performance and slower learning process than TD children when they thought that they interacted with a human opponent. Rule learning in ASD was affected by their beliefs about the social context. En ligne : http://dx.doi.org/10.1007/s10803-019-04174-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=408

Validating the Repetitive Behavior Scale-Revised for Children in China Aged 3 to 8 with Autism Spectrum Disorder / H. HE in Journal of Autism and Developmental Disorders, 49-12 (December 2019)  

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