Brief Report: Atypical Neuromagnetic Responses to Illusory Auditory Pitch in Children with Autism Spectrum Disorders / Jon BROCK in Journal of Autism and Developmental Disorders, 43-11 (November 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-11 (November 2013) . - p.2726-2731 Titre : Brief Report: Atypical Neuromagnetic Responses to Illusory Auditory Pitch in Children with Autism Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Jon BROCK, Auteur ; Samantha BZISHVILI, Auteur ; Melanie REID, Auteur ; Michael HAUTUS, Auteur ; Blake W. JOHNSON, Auteur Article en page(s) : p.2726-2731 Langues : Anglais (eng) Mots-clés : Auditory evoked potentials  Auditory perception  Autism  MEG Index. décimale : PER Périodiques Résumé : Atypical auditory perception is a widely recognised but poorly understood feature of autism. In the current study, we used magnetoencephalography to measure the brain responses of 10 autistic children as they listened passively to dichotic pitch stimuli, in which an illusory tone is generated by sub-millisecond inter-aural timing differences in white noise. Relative to control stimuli that contain no inter-aural timing differences, dichotic pitch stimuli typically elicit an object related negativity (ORN) response, associated with the perceptual segregation of the tone and the carrier noise into distinct auditory objects. Autistic children failed to demonstrate an ORN, suggesting a failure of segregation; however, comparison with the ORNs of age-matched typically developing controls narrowly failed to attain significance. More striking, the autistic children demonstrated a significant differential response to the pitch stimulus, peaking at around 50 ms. This was not present in the control group, nor has it been found in other groups tested using similar stimuli. This response may be a neural signature of atypical processing of pitch in at least some autistic individuals. En ligne : http://dx.doi.org/10.1007/s10803-013-1805-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=217 [article] Brief Report: Atypical Neuromagnetic Responses to Illusory Auditory Pitch in Children with Autism Spectrum Disorders [Texte imprimé et/ou numérique] / Jon BROCK, Auteur ; Samantha BZISHVILI, Auteur ; Melanie REID, Auteur ; Michael HAUTUS, Auteur ; Blake W. JOHNSON, Auteur . - p.2726-2731. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-11 (November 2013) . - p.2726-2731 Mots-clés : Auditory evoked potentials  Auditory perception  Autism  MEG Index. décimale : PER Périodiques Résumé : Atypical auditory perception is a widely recognised but poorly understood feature of autism. In the current study, we used magnetoencephalography to measure the brain responses of 10 autistic children as they listened passively to dichotic pitch stimuli, in which an illusory tone is generated by sub-millisecond inter-aural timing differences in white noise. Relative to control stimuli that contain no inter-aural timing differences, dichotic pitch stimuli typically elicit an object related negativity (ORN) response, associated with the perceptual segregation of the tone and the carrier noise into distinct auditory objects. Autistic children failed to demonstrate an ORN, suggesting a failure of segregation; however, comparison with the ORNs of age-matched typically developing controls narrowly failed to attain significance. More striking, the autistic children demonstrated a significant differential response to the pitch stimulus, peaking at around 50 ms. This was not present in the control group, nor has it been found in other groups tested using similar stimuli. This response may be a neural signature of atypical processing of pitch in at least some autistic individuals. En ligne : http://dx.doi.org/10.1007/s10803-013-1805-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=217

Commentary: Complementary approaches to the developmental cognitive neuroscience of autism – reflections on Pelphrey et al. (2011) / Jon BROCK in Journal of Child Psychology and Psychiatry, 52-6 (June 2011)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 52-6 (June 2011) . - p.645-646 Titre : Commentary: Complementary approaches to the developmental cognitive neuroscience of autism – reflections on Pelphrey et al. (2011) Type de document : Texte imprimé et/ou numérique Auteurs : Jon BROCK, Auteur Année de publication : 2011 Article en page(s) : p.645-646 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02349.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 [article] Commentary: Complementary approaches to the developmental cognitive neuroscience of autism – reflections on Pelphrey et al. (2011) [Texte imprimé et/ou numérique] / Jon BROCK, Auteur . - 2011 . - p.645-646. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 52-6 (June 2011) . - p.645-646 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02349.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126

Eye-movement patterns are associated with communicative competence in autistic spectrum disorders / Courtenay F. NORBURY in Journal of Child Psychology and Psychiatry, 50-7 (July 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.834-842 Titre : Eye-movement patterns are associated with communicative competence in autistic spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Courtenay F. NORBURY, Auteur ; Jon BROCK, Auteur ; Kate NATION, Auteur ; Shiri EINAV, Auteur ; Helen GRIFFITHS, Auteur ; Lucy CRAGG, Auteur Année de publication : 2009 Article en page(s) : p.834-842 Langues : Anglais (eng) Mots-clés : Autism eye-tracking language-impairment social-attention Index. décimale : PER Périodiques Résumé : Background: Investigations using eye-tracking have reported reduced fixations to salient social cues such as eyes when participants with autism spectrum disorders (ASD) view social scenes. However, these studies have not distinguished different cognitive phenotypes. Methods: The eye-movements of 28 teenagers with ASD and 18 typically developing peers were recorded as they watched videos of peers interacting in familiar situations. Within ASD, we contrasted the viewing patterns of those with and without language impairments. The proportion of time spent viewing eyes, mouths and other scene details was calculated, as was latency of first fixation to eyes. Finally, the association between viewing patterns and social-communicative competence was measured. Results: Individuals with ASD and age-appropriate language abilities spent significantly less time viewing eyes and were slower to fixate the eyes than typically developing peers. In contrast, there were no differences in viewing patterns between those with language impairments and typically developing peers. Eye-movement patterns were not associated with social outcomes for either language phenotype. However, increased fixations to the mouth were associated with greater communicative competence across the autistic spectrum. Conclusions: Attention to both eyes and mouths is important for language development and communicative competence. Differences in fixation time to eyes may not be sufficient to disrupt social competence in daily interactions. A multiple cognitive deficit model of ASD, incorporating different language phenotypes, is advocated. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02073.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771 [article] Eye-movement patterns are associated with communicative competence in autistic spectrum disorders [Texte imprimé et/ou numérique] / Courtenay F. NORBURY, Auteur ; Jon BROCK, Auteur ; Kate NATION, Auteur ; Shiri EINAV, Auteur ; Helen GRIFFITHS, Auteur ; Lucy CRAGG, Auteur . - 2009 . - p.834-842. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.834-842 Mots-clés : Autism eye-tracking language-impairment social-attention Index. décimale : PER Périodiques Résumé : Background: Investigations using eye-tracking have reported reduced fixations to salient social cues such as eyes when participants with autism spectrum disorders (ASD) view social scenes. However, these studies have not distinguished different cognitive phenotypes. Methods: The eye-movements of 28 teenagers with ASD and 18 typically developing peers were recorded as they watched videos of peers interacting in familiar situations. Within ASD, we contrasted the viewing patterns of those with and without language impairments. The proportion of time spent viewing eyes, mouths and other scene details was calculated, as was latency of first fixation to eyes. Finally, the association between viewing patterns and social-communicative competence was measured. Results: Individuals with ASD and age-appropriate language abilities spent significantly less time viewing eyes and were slower to fixate the eyes than typically developing peers. In contrast, there were no differences in viewing patterns between those with language impairments and typically developing peers. Eye-movement patterns were not associated with social outcomes for either language phenotype. However, increased fixations to the mouth were associated with greater communicative competence across the autistic spectrum. Conclusions: Attention to both eyes and mouths is important for language development and communicative competence. Differences in fixation time to eyes may not be sufficient to disrupt social competence in daily interactions. A multiple cognitive deficit model of ASD, incorporating different language phenotypes, is advocated. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02073.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771

Individual differences in autistic children’s homograph reading: Evidence from Hebrew / Jon BROCK in Autism & Developmental Language Impairments, 2 (January-December 2017)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 2 (January-December 2017) Titre : Individual differences in autistic children’s homograph reading: Evidence from Hebrew Type de document : Texte imprimé et/ou numérique Auteurs : Jon BROCK, Auteur ; Nufar SUKENIK, Auteur ; Naama FRIEDMANN, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsOn average, autistic individuals make more errors than control participants when reading aloud sentences containing heterophonic homographs?written words with multiple meanings and pronunciations. This finding is widely interpreted within the framework of ?weak central coherence? as evidence for impaired sentence-level comprehension resulting in a failure to disambiguate the homograph meaning. However, consistent findings at the group level belie considerable individual variation. Our aim here was to determine whether that variation was reliable and whether it could be predicted.MethodsWe developed a Hebrew version of the homograph-reading test, containing many more items than is possible in English. The test was administered to 18 native-Hebrew speaking autistic children and adolescents, along with a battery of reading and language assessments.ResultsParticipants with autism showed wide individual variation in performance on the homograph-reading task. Using a mixed random effects logistic regression analysis, we showed that measures of autism severity, single word reading, and single word comprehension all left reliable individual variation unaccounted for and none accounted for variation beyond that associated with the child?s age. Instead, homograph reading was best predicted by performance on a picture naming task, which accounted for unique variation beyond age and each of the other predictors.ConclusionsPoor performance of autistic individuals on the English version of the homograph-reading task has until now been characterized as evidence for a comprehension deficit in autism. However, the results of the current study lead us to propose a new working hypothesis?that difficulties affecting some autistic individuals reflect impairment in the use of semantics to guide the selection of the appropriate phonological form during speech production. This hypothesis is consistent with the strong association between homograph reading and picture naming. It may also help explain the inconsistent pattern of results across studies using different measures of linguistic ?central coherence.?ImplicationsThe results of this preliminary study should be replicated before firm conclusions are drawn. Nonetheless, the study serves to emphasize the importance of considering within-group as well as between-group variations in studies of autism. It also provides a worked example showing how mixed random effect analyses can be used to explore individual differences, distinguishing between genuine variation and psychometric noise. En ligne : https://doi.org/10.1177/2396941517714945 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Individual differences in autistic children’s homograph reading: Evidence from Hebrew [Texte imprimé et/ou numérique] / Jon BROCK, Auteur ; Nufar SUKENIK, Auteur ; Naama FRIEDMANN, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 2 (January-December 2017) Index. décimale : PER Périodiques Résumé : Background and aimsOn average, autistic individuals make more errors than control participants when reading aloud sentences containing heterophonic homographs?written words with multiple meanings and pronunciations. This finding is widely interpreted within the framework of ?weak central coherence? as evidence for impaired sentence-level comprehension resulting in a failure to disambiguate the homograph meaning. However, consistent findings at the group level belie considerable individual variation. Our aim here was to determine whether that variation was reliable and whether it could be predicted.MethodsWe developed a Hebrew version of the homograph-reading test, containing many more items than is possible in English. The test was administered to 18 native-Hebrew speaking autistic children and adolescents, along with a battery of reading and language assessments.ResultsParticipants with autism showed wide individual variation in performance on the homograph-reading task. Using a mixed random effects logistic regression analysis, we showed that measures of autism severity, single word reading, and single word comprehension all left reliable individual variation unaccounted for and none accounted for variation beyond that associated with the child?s age. Instead, homograph reading was best predicted by performance on a picture naming task, which accounted for unique variation beyond age and each of the other predictors.ConclusionsPoor performance of autistic individuals on the English version of the homograph-reading task has until now been characterized as evidence for a comprehension deficit in autism. However, the results of the current study lead us to propose a new working hypothesis?that difficulties affecting some autistic individuals reflect impairment in the use of semantics to guide the selection of the appropriate phonological form during speech production. This hypothesis is consistent with the strong association between homograph reading and picture naming. It may also help explain the inconsistent pattern of results across studies using different measures of linguistic ?central coherence.?ImplicationsThe results of this preliminary study should be replicated before firm conclusions are drawn. Nonetheless, the study serves to emphasize the importance of considering within-group as well as between-group variations in studies of autism. It also provides a worked example showing how mixed random effect analyses can be used to explore individual differences, distinguishing between genuine variation and psychometric noise. En ligne : https://doi.org/10.1177/2396941517714945 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

Language abilities in Williams syndrome: A critical review / Jon BROCK in Development and Psychopathology, 19-1 (Winter 2007)  

Public ISBD [article]  inDevelopment and Psychopathology > 19-1 (Winter 2007) . - p. 97-127 Titre : Language abilities in Williams syndrome: A critical review Type de document : Texte imprimé et/ou numérique Auteurs : Jon BROCK, Auteur Année de publication : 2007 Article en page(s) : p. 97-127 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Williams syndrome is a rare genetic disorder in which, it is claimed, language abilities are relatively strong despite mild to moderate mental retardation. Such claims have, in turn, been interpreted as evidence either for modular preservation of language or for atypical constraints on cognitive development. However, this review demonstrates that there is, in fact, little evidence that syntax, morphology, phonology, or pragmatics are any better than predicted by nonverbal ability, although performance on receptive vocabulary tests is relatively good. Similarly, claims of an imbalance between good phonology and impaired or atypical lexical semantics are without strong support. There is, nevertheless, consistent evidence for specific deficits in spatial language that mirror difficulties in nonverbal spatial cognition, as well as some tentative evidence that early language acquisition proceeds atypically. Implications for modular and neuroconstructivist accounts of language development are discussed. En ligne : http://dx.doi.org/10.1017/s095457940707006x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587 [article] Language abilities in Williams syndrome: A critical review [Texte imprimé et/ou numérique] / Jon BROCK, Auteur . - 2007 . - p. 97-127. Langues : Anglais (eng) in Development and Psychopathology > 19-1 (Winter 2007) . - p. 97-127 Index. décimale : PER Périodiques Résumé : Williams syndrome is a rare genetic disorder in which, it is claimed, language abilities are relatively strong despite mild to moderate mental retardation. Such claims have, in turn, been interpreted as evidence either for modular preservation of language or for atypical constraints on cognitive development. However, this review demonstrates that there is, in fact, little evidence that syntax, morphology, phonology, or pragmatics are any better than predicted by nonverbal ability, although performance on receptive vocabulary tests is relatively good. Similarly, claims of an imbalance between good phonology and impaired or atypical lexical semantics are without strong support. There is, nevertheless, consistent evidence for specific deficits in spatial language that mirror difficulties in nonverbal spatial cognition, as well as some tentative evidence that early language acquisition proceeds atypically. Implications for modular and neuroconstructivist accounts of language development are discussed. En ligne : http://dx.doi.org/10.1017/s095457940707006x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=587

The Other End of the Spectrum? Social Cognition in Williams Syndrome / Jon BROCK

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