Conversational topic moderates social attention in autism spectrum disorder: Talking about emotions is like driving in a snowstorm / Tiffany L. HUTCHINS in Research in Autism Spectrum Disorders, 26 (June 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 26 (June 2016) . - p.99-110 Titre : Conversational topic moderates social attention in autism spectrum disorder: Talking about emotions is like driving in a snowstorm Type de document : Texte imprimé et/ou numérique Auteurs : Tiffany L. HUTCHINS, Auteur ; Ashley R. BRIEN, Auteur Article en page(s) : p.99-110 Langues : Anglais (eng) Mots-clés : Autism  Social cognition  Face processing  Conversation  Executive function  Visual attention Index. décimale : PER Périodiques Résumé : We compared the visual attention of typically developing (TD) children and age-matched children with ASD in two conversational contexts. Compared to the TD group, the ASD group had significantly fewer fixations to eyes and increased fixation time to mouths during a conversation about ‘how people feel’ but not about ‘what people do’. This shift away from eyes and towards the mouth in ASD was associated with higher autism severity, more limited executive function (EF), and poorer verbal and intellectual ability. One particularly striking result was that eye-fixation and mouth-time data correlated with different EF subdomains. We argue that talk about emotions strains EF which may contribute to atypical visual attention to faces and that eye-fixation and mouth-time data may be under the control of different facets of EF. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285 [article] Conversational topic moderates social attention in autism spectrum disorder: Talking about emotions is like driving in a snowstorm [Texte imprimé et/ou numérique] / Tiffany L. HUTCHINS, Auteur ; Ashley R. BRIEN, Auteur . - p.99-110. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 26 (June 2016) . - p.99-110 Mots-clés : Autism  Social cognition  Face processing  Conversation  Executive function  Visual attention Index. décimale : PER Périodiques Résumé : We compared the visual attention of typically developing (TD) children and age-matched children with ASD in two conversational contexts. Compared to the TD group, the ASD group had significantly fewer fixations to eyes and increased fixation time to mouths during a conversation about ‘how people feel’ but not about ‘what people do’. This shift away from eyes and towards the mouth in ASD was associated with higher autism severity, more limited executive function (EF), and poorer verbal and intellectual ability. One particularly striking result was that eye-fixation and mouth-time data correlated with different EF subdomains. We argue that talk about emotions strains EF which may contribute to atypical visual attention to faces and that eye-fixation and mouth-time data may be under the control of different facets of EF. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.03.006 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285

Mental State Expression During Peer Play: A Comparison of Typically Developing Children and Children With Autism Spectrum Disorder / Helen R. MCDERMOTT in Focus on Autism and Other Developmental Disabilities, 35-2 (June 2020)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 35-2 (June 2020) . - p.108-117 Titre : Mental State Expression During Peer Play: A Comparison of Typically Developing Children and Children With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Helen R. MCDERMOTT, Auteur ; Patricia A. PRELOCK, Auteur ; Ashley R. BRIEN, Auteur Article en page(s) : p.108-117 Mots-clés : autism spectrum disorders, children, mental state terms, play, theory of mind Index. décimale : PER Périodiques Résumé : This study examined the relationship between mental state term use in children with autism spectrum disorder (ASD) and typically developing (TD) children engaged in play. Expression of mental state terms was used as an indicator of theory of mind (ToM) skills. Archived data were used to compare mental state term use for five ASD-TD dyads engaged in various play contexts. During imaginative play, children with ASD used fewer cognition mental state terms than TD children but used a similar number of emotion mental state terms. In combination play, both groups used similar numbers of cognition and emotion mental state terms. Play context implicates use of mental state terms in expression in children with ASD. Scaffolding use of mental state terms during play may provide an opportunity for children to use more advanced levels of ToM, including cognitive mental state term expression, when engaged with peers. En ligne : https://doi.org/10.1177/1088357620902483 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Mental State Expression During Peer Play: A Comparison of Typically Developing Children and Children With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Helen R. MCDERMOTT, Auteur ; Patricia A. PRELOCK, Auteur ; Ashley R. BRIEN, Auteur . - p.108-117. in Focus on Autism and Other Developmental Disabilities > 35-2 (June 2020) . - p.108-117 Mots-clés : autism spectrum disorders, children, mental state terms, play, theory of mind Index. décimale : PER Périodiques Résumé : This study examined the relationship between mental state term use in children with autism spectrum disorder (ASD) and typically developing (TD) children engaged in play. Expression of mental state terms was used as an indicator of theory of mind (ToM) skills. Archived data were used to compare mental state term use for five ASD-TD dyads engaged in various play contexts. During imaginative play, children with ASD used fewer cognition mental state terms than TD children but used a similar number of emotion mental state terms. In combination play, both groups used similar numbers of cognition and emotion mental state terms. Play context implicates use of mental state terms in expression in children with ASD. Scaffolding use of mental state terms during play may provide an opportunity for children to use more advanced levels of ToM, including cognitive mental state term expression, when engaged with peers. En ligne : https://doi.org/10.1177/1088357620902483 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

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