Measuring social attention and motivation in autism spectrum disorder using eye-tracking: Stimulus type matters / Coralie CHEVALLIER in Autism Research, 8-5 (October 2015)  

Public ISBD [article]  inAutism Research > 8-5 (October 2015) . - p.620-628 Titre : Measuring social attention and motivation in autism spectrum disorder using eye-tracking: Stimulus type matters Type de document : Texte imprimé et/ou numérique Auteurs : Coralie CHEVALLIER, Auteur ; Julia PARISH-MORRIS, Auteur ; Alana MCVEY, Auteur ; Keiran M. RUMP, Auteur ; Noah J. SASSON, Auteur ; John D. HERRINGTON, Auteur ; Robert T. SCHULTZ, Auteur Article en page(s) : p.620-628 Langues : Anglais (eng) Mots-clés : social attention  autism spectrum disorder  eye-tracking  social motivation  methodology  face processing Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) is characterized by social impairments that have been related to deficits in social attention, including diminished gaze to faces. Eye-tracking studies are commonly used to examine social attention and social motivation in ASD, but they vary in sensitivity. In this study, we hypothesized that the ecological nature of the social stimuli would affect participants' social attention, with gaze behavior during more naturalistic scenes being most predictive of ASD vs. typical development. Eighty-one children with and without ASD participated in three eye-tracking tasks that differed in the ecological relevance of the social stimuli. In the “Static Visual Exploration” task, static images of objects and people were presented; in the “Dynamic Visual Exploration” task, video clips of individual faces and objects were presented side-by-side; in the “Interactive Visual Exploration” task, video clips of children playing with objects in a naturalistic context were presented. Our analyses uncovered a three-way interaction between Task, Social vs. Object Stimuli, and Diagnosis. This interaction was driven by group differences on one task only—the Interactive task. Bayesian analyses confirmed that the other two tasks were insensitive to group membership. In addition, receiver operating characteristic analyses demonstrated that, unlike the other two tasks, the Interactive task had significant classification power. The ecological relevance of social stimuli is an important factor to consider for eye-tracking studies aiming to measure social attention and motivation in ASD. Autism Res 2015, 8: 620–628. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1479 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 [article] Measuring social attention and motivation in autism spectrum disorder using eye-tracking: Stimulus type matters [Texte imprimé et/ou numérique] / Coralie CHEVALLIER, Auteur ; Julia PARISH-MORRIS, Auteur ; Alana MCVEY, Auteur ; Keiran M. RUMP, Auteur ; Noah J. SASSON, Auteur ; John D. HERRINGTON, Auteur ; Robert T. SCHULTZ, Auteur . - p.620-628. Langues : Anglais (eng) in Autism Research > 8-5 (October 2015) . - p.620-628 Mots-clés : social attention  autism spectrum disorder  eye-tracking  social motivation  methodology  face processing Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) is characterized by social impairments that have been related to deficits in social attention, including diminished gaze to faces. Eye-tracking studies are commonly used to examine social attention and social motivation in ASD, but they vary in sensitivity. In this study, we hypothesized that the ecological nature of the social stimuli would affect participants' social attention, with gaze behavior during more naturalistic scenes being most predictive of ASD vs. typical development. Eighty-one children with and without ASD participated in three eye-tracking tasks that differed in the ecological relevance of the social stimuli. In the “Static Visual Exploration” task, static images of objects and people were presented; in the “Dynamic Visual Exploration” task, video clips of individual faces and objects were presented side-by-side; in the “Interactive Visual Exploration” task, video clips of children playing with objects in a naturalistic context were presented. Our analyses uncovered a three-way interaction between Task, Social vs. Object Stimuli, and Diagnosis. This interaction was driven by group differences on one task only—the Interactive task. Bayesian analyses confirmed that the other two tasks were insensitive to group membership. In addition, receiver operating characteristic analyses demonstrated that, unlike the other two tasks, the Interactive task had significant classification power. The ecological relevance of social stimuli is an important factor to consider for eye-tracking studies aiming to measure social attention and motivation in ASD. Autism Res 2015, 8: 620–628. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1479 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270

Prototype formation in autism: Can individuals with autism abstract facial prototypes? / Holly ZAJAC GASTGEB in Autism Research, 2-5 (October 2009)  

Public ISBD [article]  inAutism Research > 2-5 (October 2009) . - p.279-284 Titre : Prototype formation in autism: Can individuals with autism abstract facial prototypes? Type de document : Texte imprimé et/ou numérique Auteurs : Holly ZAJAC GASTGEB, Auteur ; Nancy J. MINSHEW, Auteur ; Keiran M. RUMP, Auteur ; Catherine A. BEST, Auteur ; Mark S. STRAUSS, Auteur Année de publication : 2009 Article en page(s) : p.279-284 Langues : Anglais (eng) Mots-clés : prototype autism categorization face-perception Index. décimale : PER Périodiques Résumé : Prototype formation is a critical skill for category learning. Research suggests that individuals with autism may have a deficit in prototype formation of some objects; however, results are mixed. This study used a natural category, faces, to further examine prototype formation in high-functioning individuals with autism. High-functioning children (age 8-13 years) and adults with autism (age 17-53 years) and matched controls were tested in a facial prototype formation task that has been used to test prototype formation abilities in typically developing infants and adults [Strauss, [1979]]. Participants were familiarized to a series of faces depicting subtle variations in the spatial distance of facial features, and were then given a forced choice familiarity test between the mean prototype and the mode prototype. Overall, individuals in the autism group were significantly less likely to select the mean prototype face. Even though the children with autism showed this difference in prototype formation, this pattern was driven primarily by the adults, because the adults with autism were approximately four times less likely to select the mean prototype than were the control adults. These results provide further evidence that individuals with autism have difficulty abstracting subtle spatial information that is necessary not only for the formation of a mean prototype, but also for categorizing faces and objects. En ligne : http://dx.doi.org/10.1002/aur.93 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=938 [article] Prototype formation in autism: Can individuals with autism abstract facial prototypes? [Texte imprimé et/ou numérique] / Holly ZAJAC GASTGEB, Auteur ; Nancy J. MINSHEW, Auteur ; Keiran M. RUMP, Auteur ; Catherine A. BEST, Auteur ; Mark S. STRAUSS, Auteur . - 2009 . - p.279-284. Langues : Anglais (eng) in Autism Research > 2-5 (October 2009) . - p.279-284 Mots-clés : prototype autism categorization face-perception Index. décimale : PER Périodiques Résumé : Prototype formation is a critical skill for category learning. Research suggests that individuals with autism may have a deficit in prototype formation of some objects; however, results are mixed. This study used a natural category, faces, to further examine prototype formation in high-functioning individuals with autism. High-functioning children (age 8-13 years) and adults with autism (age 17-53 years) and matched controls were tested in a facial prototype formation task that has been used to test prototype formation abilities in typically developing infants and adults [Strauss, [1979]]. Participants were familiarized to a series of faces depicting subtle variations in the spatial distance of facial features, and were then given a forced choice familiarity test between the mean prototype and the mode prototype. Overall, individuals in the autism group were significantly less likely to select the mean prototype face. Even though the children with autism showed this difference in prototype formation, this pattern was driven primarily by the adults, because the adults with autism were approximately four times less likely to select the mean prototype than were the control adults. These results provide further evidence that individuals with autism have difficulty abstracting subtle spatial information that is necessary not only for the formation of a mean prototype, but also for categorizing faces and objects. En ligne : http://dx.doi.org/10.1002/aur.93 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=938

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