Magnitude representation of preschool children with autism spectrum condition / Xueyan LI in Autism, 28-4 (April 2024)  

Public ISBD [article]  inAutism > 28-4 (April 2024) . - p.866-880 Titre : Magnitude representation of preschool children with autism spectrum condition Type de document : texte imprimé Auteurs : Xueyan LI, Auteur ; Jiaxi LI, Auteur ; Sijia ZHAO, Auteur ; Yini LIAO, Auteur ; Liqi ZHU, Auteur ; Yi MOU, Auteur Article en page(s) : p.866-880 Langues : Anglais (eng) Mots-clés : approximate number comparison,autism spectrum condition,magnitude representation,nonverbal numerical ability Index. décimale : PER Périodiques Résumé : The mathematical abilities of children with autism spectrum condition have been understudied. Magnitude representation is a fundamental numerical ability that emerges early in development and is linked to children s learning of formal mathematics. It remains unclear about whether children with autism spectrum condition differ from their peers without autism spectrum condition in the precision of magnitude representations. This study recruited preschool-aged children with autism spectrum condition (N = 70; 64 boys, Mage = 5.20 years) and without autism spectrum condition (N = 117; 63 boys, Mage = 5.11 years), and tested their precision of magnitude representation with an approximate number comparison task (dot comparison). Children with autism spectrum condition exhibited the lower numerical comparison accuracy (i.e. the weaker magnitude representation) than their peers without autism spectrum condition, regardless of the congruency between numerosity and surface area of dots. Moreover, the lower numerical comparison accuracy was observed even controlling for multiple general cognitive abilities (working memory, inhibitory control, and nonverbal intelligence) and language abilities. In addition, the variability of the comparison accuracy was larger in children with autism spectrum condition than without autism spectrum condition. These findings suggest that children with autism spectrum condition are at risk of weaker magnitude representation from an early age, emphasizing the need for specialized mathematics education or interventions to support their learning. Lay abstract The mathematical abilities of children with autism spectrum condition have been understudied. Magnitude representation (e.g. presenting the number of a collection of objects) is a fundamental numerical ability presented since early infancy and is correlated with children s later learning of formal mathematics. It remains unclear about whether children with autism spectrum condition differ from their peers without autism spectrum condition in precision of magnitude representations. This study compared preschool children with and without autism spectrum condition in their precision of magnitude representation with an approximate number comparison task, in which children compared two sets of dots without counting and chose the set with more dots. Children with autism spectrum condition exhibited the lower numerical comparison accuracy (i.e. the weaker magnitude representation) than their peers without autism spectrum condition. This difference existed even when multiple general cognitive abilities (working memory, inhibitory control, and nonverbal intelligence) and language abilities were statistically controlled. Moreover, the individual difference of the numerical comparison accuracy was larger in children with autism spectrum condition than without autism spectrum condition. These findings suggest that children with autism spectrum condition are at risk of weaker magnitude representation from an early age, emphasizing the need for specialized mathematics education or interventions to support their learning. In addition, the large variance in the precision of their magnitude representation suggests that individualized mathematics interventions are needed for children with autism spectrum condition. En ligne : https://dx.doi.org/10.1177/13623613231185408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=525 [article] Magnitude representation of preschool children with autism spectrum condition [texte imprimé] / Xueyan LI, Auteur ; Jiaxi LI, Auteur ; Sijia ZHAO, Auteur ; Yini LIAO, Auteur ; Liqi ZHU, Auteur ; Yi MOU, Auteur . - p.866-880. Langues : Anglais (eng) in Autism > 28-4 (April 2024) . - p.866-880 Mots-clés : approximate number comparison,autism spectrum condition,magnitude representation,nonverbal numerical ability Index. décimale : PER Périodiques Résumé : The mathematical abilities of children with autism spectrum condition have been understudied. Magnitude representation is a fundamental numerical ability that emerges early in development and is linked to children s learning of formal mathematics. It remains unclear about whether children with autism spectrum condition differ from their peers without autism spectrum condition in the precision of magnitude representations. This study recruited preschool-aged children with autism spectrum condition (N = 70; 64 boys, Mage = 5.20 years) and without autism spectrum condition (N = 117; 63 boys, Mage = 5.11 years), and tested their precision of magnitude representation with an approximate number comparison task (dot comparison). Children with autism spectrum condition exhibited the lower numerical comparison accuracy (i.e. the weaker magnitude representation) than their peers without autism spectrum condition, regardless of the congruency between numerosity and surface area of dots. Moreover, the lower numerical comparison accuracy was observed even controlling for multiple general cognitive abilities (working memory, inhibitory control, and nonverbal intelligence) and language abilities. In addition, the variability of the comparison accuracy was larger in children with autism spectrum condition than without autism spectrum condition. These findings suggest that children with autism spectrum condition are at risk of weaker magnitude representation from an early age, emphasizing the need for specialized mathematics education or interventions to support their learning. Lay abstract The mathematical abilities of children with autism spectrum condition have been understudied. Magnitude representation (e.g. presenting the number of a collection of objects) is a fundamental numerical ability presented since early infancy and is correlated with children s later learning of formal mathematics. It remains unclear about whether children with autism spectrum condition differ from their peers without autism spectrum condition in precision of magnitude representations. This study compared preschool children with and without autism spectrum condition in their precision of magnitude representation with an approximate number comparison task, in which children compared two sets of dots without counting and chose the set with more dots. Children with autism spectrum condition exhibited the lower numerical comparison accuracy (i.e. the weaker magnitude representation) than their peers without autism spectrum condition. This difference existed even when multiple general cognitive abilities (working memory, inhibitory control, and nonverbal intelligence) and language abilities were statistically controlled. Moreover, the individual difference of the numerical comparison accuracy was larger in children with autism spectrum condition than without autism spectrum condition. These findings suggest that children with autism spectrum condition are at risk of weaker magnitude representation from an early age, emphasizing the need for specialized mathematics education or interventions to support their learning. In addition, the large variance in the precision of their magnitude representation suggests that individualized mathematics interventions are needed for children with autism spectrum condition. En ligne : https://dx.doi.org/10.1177/13623613231185408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=525

Social Motivation in Autism Spectrum Disorder: A Mixed-Methods Exploration Using Eye-Tracking, Behavioral Tasks, Self- and Parent-Reports, and Qualitative Insights / Jiaxi LI in Autism, 30-7 (July 2026)  

Public ISBD [article]  inAutism > 30-7 (July 2026) . - p.1844-1862 Titre : Social Motivation in Autism Spectrum Disorder: A Mixed-Methods Exploration Using Eye-Tracking, Behavioral Tasks, Self- and Parent-Reports, and Qualitative Insights Type de document : texte imprimé Auteurs : Jiaxi LI, Auteur ; Kathy Kar-Man SHUM, Auteur Article en page(s) : p.1844-1862 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  social motivation  mixed-methods  qualitative analysis  eye-tracking Index. décimale : PER Périodiques Résumé : Social motivation diminishment is a core autism feature, yet prior research has been inconsistent, focusing on single dimensions and overlooking heterogeneity in motivational expressions among autistic individuals. This mixed-methods study compared social motivation in 104 individuals with autism (male: 74, Mage = 18.55 years) and 192 non-autistic peers (male: 101, Mage = 16.65 years), using eye-tracking and behavioral tasks, self-/parent-reports, and qualitative analysis of open-ended responses. Quantitative analyses revealed autistic participants had lower self-determined motivation, driven by reduced intrinsic motivation and identified regulation. Parent-report results corroborated lower perceived social motivation in the autistic group. The eye-tracking task showed decreased orientation to social stimuli, and behavioral task indicated reduced willingness to exert effort for social rewards, with no significant associations with age or autistic trait. Qualitative data highlighted that despite challenges, many autistic participants valued friendship and sought connection through shared activities, often preferring compact, stable social networks. The group-level quantitative findings align with social motivation theory but underscore heterogeneity, showing that diminished social motivation in autism may stem from contextual challenges rather than uniform amotivation. This study advances the understanding of social motivation dynamics, emphasizing the need for inclusive assessments that recognize diverse motivational expressions and prioritize subjective experiences.Lay Abstract Social motivation refers to how much people want to engage with others, notice social cues, and seek connections. Researchers have long debated whether autistic people’s social challenges stem from lower social motivation. However, past studies often focused on only one aspect of social motivation and ignored individual differences among autistic people. We recruited 104 autistic and 192 non-autistic adolescents and young adults. Participants and their caregivers completed questionnaires about social motivation from their own and caregivers’ perspectives. We used two behavioral tasks to measure how much attention participants devoted to social content, and how willing they were to exert effort for social rewards. Open-ended questions captured autistic participants’ perspectives on friendship dynamics, social inclusion, and the meaning of social connection. We found that autistic participants reported lower social motivation, a finding supported by parent reports. They spent less time looking at social content and exerted less effort to obtain social rewards than non-autistic peers. However, their open-ended responses showed that they sought social connection through shared activities, preferred small and stable social networks, and found joy and belonging in close friendships, despite challenges such as the strain of social interaction. Our results can help professionals avoid misinterpreting autistic people’s social behaviors, and help families and peers recognize autistic individuals’ expressions of social interest, reducing unfair judgments and promoting more respectful interactions. In addition, these findings support the development of assessments and social programs that reflect autistic perspectives. En ligne : https://dx.doi.org/10.1177/13623613261445631 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590 [article] Social Motivation in Autism Spectrum Disorder: A Mixed-Methods Exploration Using Eye-Tracking, Behavioral Tasks, Self- and Parent-Reports, and Qualitative Insights [texte imprimé] / Jiaxi LI, Auteur ; Kathy Kar-Man SHUM, Auteur . - p.1844-1862. Langues : Anglais (eng) in Autism > 30-7 (July 2026) . - p.1844-1862 Mots-clés : autism spectrum disorder  social motivation  mixed-methods  qualitative analysis  eye-tracking Index. décimale : PER Périodiques Résumé : Social motivation diminishment is a core autism feature, yet prior research has been inconsistent, focusing on single dimensions and overlooking heterogeneity in motivational expressions among autistic individuals. This mixed-methods study compared social motivation in 104 individuals with autism (male: 74, Mage = 18.55 years) and 192 non-autistic peers (male: 101, Mage = 16.65 years), using eye-tracking and behavioral tasks, self-/parent-reports, and qualitative analysis of open-ended responses. Quantitative analyses revealed autistic participants had lower self-determined motivation, driven by reduced intrinsic motivation and identified regulation. Parent-report results corroborated lower perceived social motivation in the autistic group. The eye-tracking task showed decreased orientation to social stimuli, and behavioral task indicated reduced willingness to exert effort for social rewards, with no significant associations with age or autistic trait. Qualitative data highlighted that despite challenges, many autistic participants valued friendship and sought connection through shared activities, often preferring compact, stable social networks. The group-level quantitative findings align with social motivation theory but underscore heterogeneity, showing that diminished social motivation in autism may stem from contextual challenges rather than uniform amotivation. This study advances the understanding of social motivation dynamics, emphasizing the need for inclusive assessments that recognize diverse motivational expressions and prioritize subjective experiences.Lay Abstract Social motivation refers to how much people want to engage with others, notice social cues, and seek connections. Researchers have long debated whether autistic people’s social challenges stem from lower social motivation. However, past studies often focused on only one aspect of social motivation and ignored individual differences among autistic people. We recruited 104 autistic and 192 non-autistic adolescents and young adults. Participants and their caregivers completed questionnaires about social motivation from their own and caregivers’ perspectives. We used two behavioral tasks to measure how much attention participants devoted to social content, and how willing they were to exert effort for social rewards. Open-ended questions captured autistic participants’ perspectives on friendship dynamics, social inclusion, and the meaning of social connection. We found that autistic participants reported lower social motivation, a finding supported by parent reports. They spent less time looking at social content and exerted less effort to obtain social rewards than non-autistic peers. However, their open-ended responses showed that they sought social connection through shared activities, preferred small and stable social networks, and found joy and belonging in close friendships, despite challenges such as the strain of social interaction. Our results can help professionals avoid misinterpreting autistic people’s social behaviors, and help families and peers recognize autistic individuals’ expressions of social interest, reducing unfair judgments and promoting more respectful interactions. In addition, these findings support the development of assessments and social programs that reflect autistic perspectives. En ligne : https://dx.doi.org/10.1177/13623613261445631 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=590

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