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Avatar et co-construction symbolique du corps / Jacky GARRONE in Thérapie psychomotrice et recherches, 186 (2020)
[article]
Titre : Avatar et co-construction symbolique du corps Type de document : Texte imprimé et/ou numérique Auteurs : Jacky GARRONE, Auteur ; Jean-Louis PURICELLI, Auteur Article en page(s) : p.130-136 Langues : Français (fre) Mots-clés : Corps Image du corps Schéma corporel Psychomotricité Thérapie Clinique Support/médiateur Ordinateur/écran Jeu vidéo Avatar Arts visuels Index. décimale : PER Périodiques Résumé : Si l’on tient pour acquis que l’objet clinique auquel le psychomotricien a affaire est le corps psychique d’un sujet, à la croisée du schéma corporel et de l’image du corps, il revient également au praticien de déterminer avec pertinence le médiateur clinique mis au service de ses visées thérapeutiques. Ainsi proposons-nous, à partir de la notion de médiateur malléable et en nous appuyant sur des productions réalisées au décours de séances de thérapie psychomotrice, de questionner l’« avatar» des jeux vidéo en tant que co-construction symbolique du corps psychique des patients suivis, enfants, adolescents ou adultes, au sein d’un espace de dialogue investi conjointement par le patient et le praticien. Dans cette visée, nous ne nous interdirons pas de dresser des ponts entre ce que nous révèle cette catégorie de figuration numérique qu’est l’avatar et ce que peut nous enseigner dans le domaine qui nous occupe la représentation du corps dans les arts visuels. La créature numérique entretient des rapports de filiation et présente une analogie fonctionnelle dans son rôle de support ou de médiation clinique, avec certaines représentations du corps dans la peinture, la sculpture, le cinéma ou la bande dessinée. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438
in Thérapie psychomotrice et recherches > 186 (2020) . - p.130-136[article] Avatar et co-construction symbolique du corps [Texte imprimé et/ou numérique] / Jacky GARRONE, Auteur ; Jean-Louis PURICELLI, Auteur . - p.130-136.
Langues : Français (fre)
in Thérapie psychomotrice et recherches > 186 (2020) . - p.130-136
Mots-clés : Corps Image du corps Schéma corporel Psychomotricité Thérapie Clinique Support/médiateur Ordinateur/écran Jeu vidéo Avatar Arts visuels Index. décimale : PER Périodiques Résumé : Si l’on tient pour acquis que l’objet clinique auquel le psychomotricien a affaire est le corps psychique d’un sujet, à la croisée du schéma corporel et de l’image du corps, il revient également au praticien de déterminer avec pertinence le médiateur clinique mis au service de ses visées thérapeutiques. Ainsi proposons-nous, à partir de la notion de médiateur malléable et en nous appuyant sur des productions réalisées au décours de séances de thérapie psychomotrice, de questionner l’« avatar» des jeux vidéo en tant que co-construction symbolique du corps psychique des patients suivis, enfants, adolescents ou adultes, au sein d’un espace de dialogue investi conjointement par le patient et le praticien. Dans cette visée, nous ne nous interdirons pas de dresser des ponts entre ce que nous révèle cette catégorie de figuration numérique qu’est l’avatar et ce que peut nous enseigner dans le domaine qui nous occupe la représentation du corps dans les arts visuels. La créature numérique entretient des rapports de filiation et présente une analogie fonctionnelle dans son rôle de support ou de médiation clinique, avec certaines représentations du corps dans la peinture, la sculpture, le cinéma ou la bande dessinée. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=438 Effectiveness of avatar-delivered instruction on social initiations by children with Autism Spectrum Disorder / Cade T. CHARLTON in Research in Autism Spectrum Disorders, 71 (March 2020)
[article]
Titre : Effectiveness of avatar-delivered instruction on social initiations by children with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Cade T. CHARLTON, Auteur ; Ryan O. KELLEMS, Auteur ; Brooke BLACK, Auteur ; Heidi C. BUSSEY, Auteur ; Rachel FERGUSON, Auteur ; Bruna GONCALVES, Auteur ; Mikaela JENSEN, Auteur ; Sara VALLEJO, Auteur Article en page(s) : p.101494 Langues : Anglais (eng) Mots-clés : Autism Social skills Conversations Live-animation Avatar Generalization Index. décimale : PER Périodiques Résumé : Background Individuals with autism often struggle to establish and maintain positive relationships with peers and adults due to communication and social difficulties. Reviews of the research literature on social skills curricula suggest these approaches may be less than effective and often fail to promote generalization of acquired skills. Advances in the availability and adaptability of live animation and digital avatars could provide interventionists a tool to maximize engagement during instruction and program for generalization. The purpose of this study was to examine the effects of an avatar-based social skills intervention on participants’ social initiations in a clinical setting and with same-age peers. Method The research team used a nonconcurrent multiple baseline design to evaluate the effects of instruction from an avatar on students' social skills. Systematic direct observation and the Social Skills Improvement System were used to evaluate the effects of an avatar delivered social skills lesson. Social validity was measured from the perspective of both participants and their parents. Results Following instruction from an avatar, participants’ percentage of independent steps completed in the skill “starting a conversation” increased to consistently above 80 %, or above typical mastery levels. Participants’ conversation skills generalized to interactions with same-age peers. Finally, parents reported small positive gains in social skills, and participants indicated the intervention was socially valid. Conclusions The findings from this study support the use of technology-aided interventions and instruction, specifically the use of live animation avatars. Future studies could extend use of this technology beyond the relatively simple, yet effective, application described here. En ligne : https://doi.org/10.1016/j.rasd.2019.101494 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416
in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101494[article] Effectiveness of avatar-delivered instruction on social initiations by children with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Cade T. CHARLTON, Auteur ; Ryan O. KELLEMS, Auteur ; Brooke BLACK, Auteur ; Heidi C. BUSSEY, Auteur ; Rachel FERGUSON, Auteur ; Bruna GONCALVES, Auteur ; Mikaela JENSEN, Auteur ; Sara VALLEJO, Auteur . - p.101494.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101494
Mots-clés : Autism Social skills Conversations Live-animation Avatar Generalization Index. décimale : PER Périodiques Résumé : Background Individuals with autism often struggle to establish and maintain positive relationships with peers and adults due to communication and social difficulties. Reviews of the research literature on social skills curricula suggest these approaches may be less than effective and often fail to promote generalization of acquired skills. Advances in the availability and adaptability of live animation and digital avatars could provide interventionists a tool to maximize engagement during instruction and program for generalization. The purpose of this study was to examine the effects of an avatar-based social skills intervention on participants’ social initiations in a clinical setting and with same-age peers. Method The research team used a nonconcurrent multiple baseline design to evaluate the effects of instruction from an avatar on students' social skills. Systematic direct observation and the Social Skills Improvement System were used to evaluate the effects of an avatar delivered social skills lesson. Social validity was measured from the perspective of both participants and their parents. Results Following instruction from an avatar, participants’ percentage of independent steps completed in the skill “starting a conversation” increased to consistently above 80 %, or above typical mastery levels. Participants’ conversation skills generalized to interactions with same-age peers. Finally, parents reported small positive gains in social skills, and participants indicated the intervention was socially valid. Conclusions The findings from this study support the use of technology-aided interventions and instruction, specifically the use of live animation avatars. Future studies could extend use of this technology beyond the relatively simple, yet effective, application described here. En ligne : https://doi.org/10.1016/j.rasd.2019.101494 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 Altered sense of gaze leading in autism / Ouriel GRYNSZPAN in Research in Autism Spectrum Disorders, 67 (November 2019)
[article]
Titre : Altered sense of gaze leading in autism Type de document : Texte imprimé et/ou numérique Auteurs : Ouriel GRYNSZPAN, Auteur ; Julie BOUTEILLER, Auteur ; Séverine GRYNSZPAN, Auteur ; Florence LE BARILLIER, Auteur ; Jean-Claude MARTIN, Auteur ; Jacqueline NADEL, Auteur Article en page(s) : p.101441 Langues : Anglais (eng) Mots-clés : Social behavior Joint attention Gaze-following Self-monitoring Avatar Eye-tracking Index. décimale : PER Périodiques Résumé : Background Impairments in joint attention are considered a hallmark of the Autism Spectrum Disorder (ASD). Yet, the ability of people with ASD to lead the attentional focus of others has been scarcely investigated. Method To address this issue, we designed virtual avatars that can follow the gaze of participants with head and eye movements in real time using eye-tracking. During a training phase, participants were alternately exposed to an avatar that followed their gaze and an avatar that did not. In a subsequent test phase, they were facing the two avatars at the same time. Results Eye-tracking data showed that, unlike typical controls, participants with ASD focused more on the gaze-following avatar. They were also less inclined to report that their gaze had been followed by this avatar. Conclusions These results suggest that adults with ASD fail to sense themselves as agents leading the attentional focus of others during joint attention episodes. Practitioners should not expect individuals with ASD to spontaneously understand the contingency between their attentional focus and someone else’s, even if the link is highly ostensible. En ligne : https://doi.org/10.1016/j.rasd.2019.101441 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405
in Research in Autism Spectrum Disorders > 67 (November 2019) . - p.101441[article] Altered sense of gaze leading in autism [Texte imprimé et/ou numérique] / Ouriel GRYNSZPAN, Auteur ; Julie BOUTEILLER, Auteur ; Séverine GRYNSZPAN, Auteur ; Florence LE BARILLIER, Auteur ; Jean-Claude MARTIN, Auteur ; Jacqueline NADEL, Auteur . - p.101441.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 67 (November 2019) . - p.101441
Mots-clés : Social behavior Joint attention Gaze-following Self-monitoring Avatar Eye-tracking Index. décimale : PER Périodiques Résumé : Background Impairments in joint attention are considered a hallmark of the Autism Spectrum Disorder (ASD). Yet, the ability of people with ASD to lead the attentional focus of others has been scarcely investigated. Method To address this issue, we designed virtual avatars that can follow the gaze of participants with head and eye movements in real time using eye-tracking. During a training phase, participants were alternately exposed to an avatar that followed their gaze and an avatar that did not. In a subsequent test phase, they were facing the two avatars at the same time. Results Eye-tracking data showed that, unlike typical controls, participants with ASD focused more on the gaze-following avatar. They were also less inclined to report that their gaze had been followed by this avatar. Conclusions These results suggest that adults with ASD fail to sense themselves as agents leading the attentional focus of others during joint attention episodes. Practitioners should not expect individuals with ASD to spontaneously understand the contingency between their attentional focus and someone else’s, even if the link is highly ostensible. En ligne : https://doi.org/10.1016/j.rasd.2019.101441 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=405 Investigating Event Memory in Children with Autism Spectrum Disorder: Effects of a Computer-Mediated Interview / Che-Wei HSU in Journal of Autism and Developmental Disorders, 47-2 (February 2017)
[article]
Titre : Investigating Event Memory in Children with Autism Spectrum Disorder: Effects of a Computer-Mediated Interview Type de document : Texte imprimé et/ou numérique Auteurs : Che-Wei HSU, Auteur ; Yee-San TEOH, Auteur Article en page(s) : p.359-372 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Child abuse Forensic interview Computer aid Avatar Child witness Index. décimale : PER Périodiques Résumé : The present study aimed to examine the effects of a novel avatar interviewing aid during memory interviews with children with autism spectrum disorder (ASD). Thirty children were recruited for our study (Age: M?=?7.60, SD?=?0.68), half with ASD (13 boys; 2 girls) and the other half being neurotypical (13 boys; 2 girls). Children participated in a target event and were subsequently interviewed a week later by either an avatar interviewer or a human. The participants were also asked six misleading questions aimed to examine their suggestibility. Bayesian analysis showed some increase in memory performance for both groups of children interviewed by the avatar interviewer, and this effect exacerbated for children with ASD. These results showed encouraging implications for future applications. En ligne : http://dx.doi.org/10.1007/s10803-016-2959-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303
in Journal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.359-372[article] Investigating Event Memory in Children with Autism Spectrum Disorder: Effects of a Computer-Mediated Interview [Texte imprimé et/ou numérique] / Che-Wei HSU, Auteur ; Yee-San TEOH, Auteur . - p.359-372.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-2 (February 2017) . - p.359-372
Mots-clés : Autism spectrum disorder Child abuse Forensic interview Computer aid Avatar Child witness Index. décimale : PER Périodiques Résumé : The present study aimed to examine the effects of a novel avatar interviewing aid during memory interviews with children with autism spectrum disorder (ASD). Thirty children were recruited for our study (Age: M?=?7.60, SD?=?0.68), half with ASD (13 boys; 2 girls) and the other half being neurotypical (13 boys; 2 girls). Children participated in a target event and were subsequently interviewed a week later by either an avatar interviewer or a human. The participants were also asked six misleading questions aimed to examine their suggestibility. Bayesian analysis showed some increase in memory performance for both groups of children interviewed by the avatar interviewer, and this effect exacerbated for children with ASD. These results showed encouraging implications for future applications. En ligne : http://dx.doi.org/10.1007/s10803-016-2959-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303