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 Auteurs : Courtney E. VENKER, Auteur ; Janine MATHÉE, Auteur ; Dominik NEUMANN, Auteur ; Jan EDWARDS, Auteur ; Jenny SAFFRAN, Auteur ; Susan 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] / Courtney E. VENKER, Auteur ; Janine MATHÉE, Auteur ; Dominik NEUMANN, Auteur ; Jan EDWARDS, Auteur ; Jenny SAFFRAN, Auteur ; Susan 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

Naturalistic parent–child reading frequency and language development in toddlers with and without autism / Janine MATHEE-SCOTT in Autism & Developmental Language Impairments, 7 (January-December 2022)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 7 (January-December 2022) Titre : Naturalistic parent–child reading frequency and language development in toddlers with and without autism Type de document : texte imprimé Auteurs : Janine MATHEE-SCOTT, Auteur ; Susan ELLIS WEISMER, Auteur Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  parent–child interactions  language development  book reading Index. décimale : PER Périodiques Résumé : Background and aims The efficacy of parent “child reading for supporting language development has been well-established in the neurotypical (NT) literature. For children with autism spectrum disorder, (ASD) who may be at risk for delays in language development, prior research has shown promise for shared book-reading interventions. Yet there has been limited research on naturalistic parent “child reading with autistic children to date. The present study aimed to fill this missing link in the current literature. Methods Fifty-seven autistic toddlers participated at two developmental time points: Time 1 (Mage=30.4 months) and Time 2 (Mage=43.8 months). An NT control group (N=31) was matched on age to a subset of the ASD group (N=33). We assessed group differences in parent “child reading frequency between age-matched NT and autistic groups. Using a one-year follow-up design, we evaluated the relationship between parent “child reading and autistic children’s language development. Results Cross-group comparisons revealed that parents of age-matched NT children reported significantly more frequent weekly parent “child reading than parents of autistic toddlers. After a one-year follow-up with the autistic group, within-group analyses revealed that greater frequency of parent “child reading (controlling for maternal education, books in the home, and autism symptom severity) was associated with larger growth in autistic toddlers’ receptive and expressive language skills. Conclusions and implications These findings have important clinical implications as they emphasize the potential of parent “child reading for supporting autistic children’s language development. Findings demonstrate that frequency of parent “child reading is associated with language development over one year. Findings also demonstrate that parents of autistic children engage in less frequent parent “child reading than parents of age-matched NT peers, suggesting these parents may face more barriers to implementing parent “child reading than parents of NT children. En ligne : http://dx.doi.org/10.1177/23969415221136740 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491 [article] Naturalistic parent–child reading frequency and language development in toddlers with and without autism [texte imprimé] / Janine MATHEE-SCOTT, Auteur ; Susan ELLIS WEISMER, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 7 (January-December 2022) Mots-clés : Autism spectrum disorder  parent–child interactions  language development  book reading Index. décimale : PER Périodiques Résumé : Background and aims The efficacy of parent “child reading for supporting language development has been well-established in the neurotypical (NT) literature. For children with autism spectrum disorder, (ASD) who may be at risk for delays in language development, prior research has shown promise for shared book-reading interventions. Yet there has been limited research on naturalistic parent “child reading with autistic children to date. The present study aimed to fill this missing link in the current literature. Methods Fifty-seven autistic toddlers participated at two developmental time points: Time 1 (Mage=30.4 months) and Time 2 (Mage=43.8 months). An NT control group (N=31) was matched on age to a subset of the ASD group (N=33). We assessed group differences in parent “child reading frequency between age-matched NT and autistic groups. Using a one-year follow-up design, we evaluated the relationship between parent “child reading and autistic children’s language development. Results Cross-group comparisons revealed that parents of age-matched NT children reported significantly more frequent weekly parent “child reading than parents of autistic toddlers. After a one-year follow-up with the autistic group, within-group analyses revealed that greater frequency of parent “child reading (controlling for maternal education, books in the home, and autism symptom severity) was associated with larger growth in autistic toddlers’ receptive and expressive language skills. Conclusions and implications These findings have important clinical implications as they emphasize the potential of parent “child reading for supporting autistic children’s language development. Findings demonstrate that frequency of parent “child reading is associated with language development over one year. Findings also demonstrate that parents of autistic children engage in less frequent parent “child reading than parents of age-matched NT peers, suggesting these parents may face more barriers to implementing parent “child reading than parents of NT children. En ligne : http://dx.doi.org/10.1177/23969415221136740 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=491

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

Public ISBD [article]  inAutism Research > 15-5 (May 2022) . - p.892-903 Titre : Predictive language processing in young autistic children Type de document : texte imprimé Auteurs : Kathryn E. PRESCOTT, Auteur ; Janine MATHEE-SCOTT, Auteur ; Tracy REUTER, Auteur ; Jan EDWARDS, Auteur ; Jenny SAFFRAN, Auteur ; Susan ELLIS WEISMER, Auteur Article en page(s) : p.892-903 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder/complications  Autistic Disorder/complications  Child  Child, Preschool  Humans  Infant  Language  Language Development Disorders/complications  Linguistics  anticipatory language processing  autism spectrum disorder  language development  prediction  receptive language Index. décimale : PER Périodiques Résumé : Recent theories propose that domain-general deficits in prediction (i.e., the ability to anticipate upcoming information) underlie the behavioral characteristics associated with autism spectrum disorder (ASD). If these theories are correct, autistic children might be expected to demonstrate difficulties on linguistic tasks that rely on predictive processing. Previous research has largely focused on older autistic children and adolescents with average language and cognition. The present study used an eye-gaze task to evaluate predictive language processing among 3- to 4-year-old autistic children (n = 34) and 1.5- to 3-year-old, language-matched neurotypical (NT) children (n = 34). Children viewed images (e.g., a cake and a ball) and heard sentences with informative verbs (e.g., Eat the cake) or neutral verbs (e.g., Find the cake). Analyses of children's looking behaviors indicated that young autistic children, like their language-matched NT peers, engaged in predictive language processing. Regression results revealed a significant effect of diagnostic group, when statistically controlling for age differences. The NT group displayed larger difference scores between the informative and neutral verb conditions (in looks to target nouns) compared to the ASD group. Receptive language measures were predictive of looking behavior across time for both groups, such that children with stronger language skills were more efficient in making use of informative verbs to process upcoming information. Taken together, these results suggest that young autistic children can engage in predictive processing though further research is warranted to explore the developmental trajectory relative to NT development. LAY SUMMARY: This study found that 3- to 4-year-old autistic children and younger, language-matched neurotypical (NT) children both used verbs to predict upcoming nouns in sentences like "Eat the cake." For both autistic and NT children, those with stronger language skills were able to predict upcoming nouns more quickly. En ligne : http://dx.doi.org/10.1002/aur.2684 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473 [article] Predictive language processing in young autistic children [texte imprimé] / Kathryn E. PRESCOTT, Auteur ; Janine MATHEE-SCOTT, Auteur ; Tracy REUTER, Auteur ; Jan EDWARDS, Auteur ; Jenny SAFFRAN, Auteur ; Susan ELLIS WEISMER, Auteur . - p.892-903. Langues : Anglais (eng) in Autism Research > 15-5 (May 2022) . - p.892-903 Mots-clés : Adolescent  Autism Spectrum Disorder/complications  Autistic Disorder/complications  Child  Child, Preschool  Humans  Infant  Language  Language Development Disorders/complications  Linguistics  anticipatory language processing  autism spectrum disorder  language development  prediction  receptive language Index. décimale : PER Périodiques Résumé : Recent theories propose that domain-general deficits in prediction (i.e., the ability to anticipate upcoming information) underlie the behavioral characteristics associated with autism spectrum disorder (ASD). If these theories are correct, autistic children might be expected to demonstrate difficulties on linguistic tasks that rely on predictive processing. Previous research has largely focused on older autistic children and adolescents with average language and cognition. The present study used an eye-gaze task to evaluate predictive language processing among 3- to 4-year-old autistic children (n = 34) and 1.5- to 3-year-old, language-matched neurotypical (NT) children (n = 34). Children viewed images (e.g., a cake and a ball) and heard sentences with informative verbs (e.g., Eat the cake) or neutral verbs (e.g., Find the cake). Analyses of children's looking behaviors indicated that young autistic children, like their language-matched NT peers, engaged in predictive language processing. Regression results revealed a significant effect of diagnostic group, when statistically controlling for age differences. The NT group displayed larger difference scores between the informative and neutral verb conditions (in looks to target nouns) compared to the ASD group. Receptive language measures were predictive of looking behavior across time for both groups, such that children with stronger language skills were more efficient in making use of informative verbs to process upcoming information. Taken together, these results suggest that young autistic children can engage in predictive processing though further research is warranted to explore the developmental trajectory relative to NT development. LAY SUMMARY: This study found that 3- to 4-year-old autistic children and younger, language-matched neurotypical (NT) children both used verbs to predict upcoming nouns in sentences like "Eat the cake." For both autistic and NT children, those with stronger language skills were able to predict upcoming nouns more quickly. En ligne : http://dx.doi.org/10.1002/aur.2684 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=473

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

Public ISBD [article]  inAutism Research > 17-11 (November 2024) . - p.2305-2318 Titre : The effect of volatility in linguistic input on prediction behavior in autistic toddlers Type de document : texte imprimé Auteurs : Kathryn E. PRESCOTT, Auteur ; Janine MATHEE-SCOTT, Auteur ; Daniel M. BOLT, Auteur ; Jenny SAFFRAN, Auteur ; Susan ELLIS WEISMER, Auteur Article en page(s) : p.2305-2318 Langues : Anglais (eng) Mots-clés : autistic disorder  child language  cognition  individuality  probability learning Index. décimale : PER Périodiques Résumé : Abstract Domain-general prediction differences have been posited as underlying many aspects of the cognitive-behavioral profile in autism. An interesting potential implication of such differences is hyperplasticity of learning?the idea that autistic individuals may privilege more recent input over the accumulation of prior learning. Because real world language input is highly variable, hyperplasticity could have serious ramifications for language learning. To investigate potential hyperplasticity during a language processing task, we administered an experimental anticipatory eye movement (AEM) task to 2- to 3-year-old autistic children and neurotypical (NT) peers. Autistic children's change in anticipation from before to after a switch in contingencies did not significantly differ from NT counterparts, failing to support claims of hyperplasticity in the linguistic domain. Analysis of individual differences among autistic children revealed that cognitive ability was associated with prediction of the initial, stable contingencies, but neither age nor receptive language related to task performance. Results are discussed in terms of clinical implications and the broader context of research investigating prediction differences in autism. En ligne : https://doi.org/10.1002/aur.3212 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542 [article] The effect of volatility in linguistic input on prediction behavior in autistic toddlers [texte imprimé] / Kathryn E. PRESCOTT, Auteur ; Janine MATHEE-SCOTT, Auteur ; Daniel M. BOLT, Auteur ; Jenny SAFFRAN, Auteur ; Susan ELLIS WEISMER, Auteur . - p.2305-2318. Langues : Anglais (eng) in Autism Research > 17-11 (November 2024) . - p.2305-2318 Mots-clés : autistic disorder  child language  cognition  individuality  probability learning Index. décimale : PER Périodiques Résumé : Abstract Domain-general prediction differences have been posited as underlying many aspects of the cognitive-behavioral profile in autism. An interesting potential implication of such differences is hyperplasticity of learning?the idea that autistic individuals may privilege more recent input over the accumulation of prior learning. Because real world language input is highly variable, hyperplasticity could have serious ramifications for language learning. To investigate potential hyperplasticity during a language processing task, we administered an experimental anticipatory eye movement (AEM) task to 2- to 3-year-old autistic children and neurotypical (NT) peers. Autistic children's change in anticipation from before to after a switch in contingencies did not significantly differ from NT counterparts, failing to support claims of hyperplasticity in the linguistic domain. Analysis of individual differences among autistic children revealed that cognitive ability was associated with prediction of the initial, stable contingencies, but neither age nor receptive language related to task performance. Results are discussed in terms of clinical implications and the broader context of research investigating prediction differences in autism. En ligne : https://doi.org/10.1002/aur.3212 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542

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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4528-4539 Titre : Use of Mutual Exclusivity and its Relationship to Language Ability in Toddlers with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Janine MATHEE-SCOTT, Auteur ; Caroline LARSON, Auteur ; Courtney E. VENKER, Auteur ; Ron POMPER, Auteur ; Jan EDWARDS, Auteur ; Jenny SAFFRAN, Auteur ; Susan ELLIS WEISMER, Auteur Article en page(s) : p.4528-4539 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Language development  Learning mechanisms  Mutual exclusivity  Novelty  Referent selection Index. décimale : PER Périodiques Résumé : To efficiently learn new words, children use constraints such as mutual exclusivity (ME) to narrow the search for potential referents. The current study investigated the use of ME in toddlers with autism spectrum disorder (ASD) and neurotypical (NT) peers matched on nonverbal cognition. Thirty-two toddlers with ASD and 26 NT toddlers participated in a looking-while-listening task. Images of novel and familiar objects were presented along with a novel or familiar label. Overall, toddlers with ASD showed less efficient looking toward a novel referent when a novel label was presented compared to NT toddlers, controlling for age and familiar word knowledge. However, toddlers with ASD and higher language ability demonstrated more robust use of ME than those with lower language ability. En ligne : http://dx.doi.org/10.1007/s10803-021-05321-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] Use of Mutual Exclusivity and its Relationship to Language Ability in Toddlers with Autism Spectrum Disorder [texte imprimé] / Janine MATHEE-SCOTT, Auteur ; Caroline LARSON, Auteur ; Courtney E. VENKER, Auteur ; Ron POMPER, Auteur ; Jan EDWARDS, Auteur ; Jenny SAFFRAN, Auteur ; Susan ELLIS WEISMER, Auteur . - p.4528-4539. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-10 (October 2022) . - p.4528-4539 Mots-clés : Autism spectrum disorder  Language development  Learning mechanisms  Mutual exclusivity  Novelty  Referent selection Index. décimale : PER Périodiques Résumé : To efficiently learn new words, children use constraints such as mutual exclusivity (ME) to narrow the search for potential referents. The current study investigated the use of ME in toddlers with autism spectrum disorder (ASD) and neurotypical (NT) peers matched on nonverbal cognition. Thirty-two toddlers with ASD and 26 NT toddlers participated in a looking-while-listening task. Images of novel and familiar objects were presented along with a novel or familiar label. Overall, toddlers with ASD showed less efficient looking toward a novel referent when a novel label was presented compared to NT toddlers, controlling for age and familiar word knowledge. However, toddlers with ASD and higher language ability demonstrated more robust use of ME than those with lower language ability. En ligne : http://dx.doi.org/10.1007/s10803-021-05321-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

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