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Auteur Liqi ZHU |
Documents disponibles écrits par cet auteur (2)
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Magnitude representation of preschool children with autism spectrum condition / Xueyan LI in Autism, 28-4 (April 2024)
[article]
Titre : Magnitude representation of preschool children with autism spectrum condition Type de document : Texte imprimé et/ou numérique 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
in Autism > 28-4 (April 2024) . - p.866-880[article] Magnitude representation of preschool children with autism spectrum condition [Texte imprimé et/ou numérique] / 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 and non-social deficits in children with high-functioning autism and their cooperative behaviors / Jing LI in Research in Autism Spectrum Disorders, 8-12 (December 2014)
[article]
Titre : Social and non-social deficits in children with high-functioning autism and their cooperative behaviors Type de document : Texte imprimé et/ou numérique Auteurs : Jing LI, Auteur ; Liqi ZHU, Auteur ; Jing LIU, Auteur ; Xue LI, Auteur Article en page(s) : p.1657-1671 Langues : Anglais (eng) Mots-clés : High-functioning autism (HFA) Cooperation Theory of mind (ToM) Executive function Central coherence Index. décimale : PER Périodiques Résumé : Abstract The persistent deficits in social communication and social interactions of individuals with high-functioning autism (HFA) may impair their cooperative behaviors. This study investigated the relationship between social and non-social deficits in children with HFA and the cooperative behaviors of such children. Theory of mind (ToM), executive function, and central coherence of children with HFA and typically developing (TD) children, aged 6–12 years, were investigated, and the effects of these social and non-social deficits on children's cooperativeness were examined. The classical prisoner's dilemma game (PDG) and cooperative implemental tasks were used to assess children's cooperativeness. ToM was measured using a series of classical false belief tasks and the face test. The Wisconsin Card Sorting Task (WCST) and the Embedded Figures Test (EFT) were administered to assess executive function and central coherence, respectively. The results showed that there was no significant difference in cooperation in PDG between HFA and TD children, while cooperation in children with HFA in the interruption period of the implemental tasks was significantly lower than that of TD children. Children with HFA had social deficits and had more poorly developed ToM than TD children, and executive function in children with HFA was poorer than that in TD children. Different types of deficits were predictive of HFA children's degree of cooperation on different tasks: the social perceptual component of ToM and executive function predicted children's cooperativeness in the PDG, and executive function predicted HFA children's cooperativeness during the interruption period of an implemental task. By contrast, central coherence did not predict either of the two types of cooperation. It might indicate that the two different types of cooperative tasks may require different mental abilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.08.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243
in Research in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1657-1671[article] Social and non-social deficits in children with high-functioning autism and their cooperative behaviors [Texte imprimé et/ou numérique] / Jing LI, Auteur ; Liqi ZHU, Auteur ; Jing LIU, Auteur ; Xue LI, Auteur . - p.1657-1671.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 8-12 (December 2014) . - p.1657-1671
Mots-clés : High-functioning autism (HFA) Cooperation Theory of mind (ToM) Executive function Central coherence Index. décimale : PER Périodiques Résumé : Abstract The persistent deficits in social communication and social interactions of individuals with high-functioning autism (HFA) may impair their cooperative behaviors. This study investigated the relationship between social and non-social deficits in children with HFA and the cooperative behaviors of such children. Theory of mind (ToM), executive function, and central coherence of children with HFA and typically developing (TD) children, aged 6–12 years, were investigated, and the effects of these social and non-social deficits on children's cooperativeness were examined. The classical prisoner's dilemma game (PDG) and cooperative implemental tasks were used to assess children's cooperativeness. ToM was measured using a series of classical false belief tasks and the face test. The Wisconsin Card Sorting Task (WCST) and the Embedded Figures Test (EFT) were administered to assess executive function and central coherence, respectively. The results showed that there was no significant difference in cooperation in PDG between HFA and TD children, while cooperation in children with HFA in the interruption period of the implemental tasks was significantly lower than that of TD children. Children with HFA had social deficits and had more poorly developed ToM than TD children, and executive function in children with HFA was poorer than that in TD children. Different types of deficits were predictive of HFA children's degree of cooperation on different tasks: the social perceptual component of ToM and executive function predicted children's cooperativeness in the PDG, and executive function predicted HFA children's cooperativeness during the interruption period of an implemental task. By contrast, central coherence did not predict either of the two types of cooperation. It might indicate that the two different types of cooperative tasks may require different mental abilities. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.08.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243