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Exploring the Cognitive Foundations of the Shared Attention Mechanism: Evidence for a Relationship Between Self-Categorization and Shared Attention Across the Autism Spectrum / Daniel P. SKORICH in Journal of Autism and Developmental Disorders, 47-5 (May 2017)
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Titre : Exploring the Cognitive Foundations of the Shared Attention Mechanism: Evidence for a Relationship Between Self-Categorization and Shared Attention Across the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Daniel P. SKORICH, Auteur ; Tahlia B. GASH, Auteur ; Katie L. STALKER, Auteur ; Lidan ZHENG, Auteur ; S. Alexander HASLAM, Auteur Article en page(s) : p.1341-1353 Langues : Anglais (eng) Mots-clés : Shared attention Self-categorization Theory of mind Weak central coherence Categorization Index. décimale : PER Périodiques Résumé : The social difficulties of autism spectrum disorder (ASD) are typically explained as a disruption in the Shared Attention Mechanism (SAM) sub-component of the theory of mind (ToM) system. In the current paper, we explore the hypothesis that SAM’s capacity to construct the self-other-object relations necessary for shared-attention arises from a self-categorization process, which is weaker among those with more autistic-like traits. We present participants with self-categorization and shared-attention tasks, and measure their autism-spectrum quotient (AQ). Results reveal a negative relationship between AQ and shared-attention, via self-categorization, suggesting a role for self-categorization in the disruption in SAM seen in ASD. Implications for intervention, and for a ToM model in which weak central coherence plays a role are discussed. En ligne : http://dx.doi.org/10.1007/s10803-017-3049-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305
in Journal of Autism and Developmental Disorders > 47-5 (May 2017) . - p.1341-1353[article] Exploring the Cognitive Foundations of the Shared Attention Mechanism: Evidence for a Relationship Between Self-Categorization and Shared Attention Across the Autism Spectrum [Texte imprimé et/ou numérique] / Daniel P. SKORICH, Auteur ; Tahlia B. GASH, Auteur ; Katie L. STALKER, Auteur ; Lidan ZHENG, Auteur ; S. Alexander HASLAM, Auteur . - p.1341-1353.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-5 (May 2017) . - p.1341-1353
Mots-clés : Shared attention Self-categorization Theory of mind Weak central coherence Categorization Index. décimale : PER Périodiques Résumé : The social difficulties of autism spectrum disorder (ASD) are typically explained as a disruption in the Shared Attention Mechanism (SAM) sub-component of the theory of mind (ToM) system. In the current paper, we explore the hypothesis that SAM’s capacity to construct the self-other-object relations necessary for shared-attention arises from a self-categorization process, which is weaker among those with more autistic-like traits. We present participants with self-categorization and shared-attention tasks, and measure their autism-spectrum quotient (AQ). Results reveal a negative relationship between AQ and shared-attention, via self-categorization, suggesting a role for self-categorization in the disruption in SAM seen in ASD. Implications for intervention, and for a ToM model in which weak central coherence plays a role are discussed. En ligne : http://dx.doi.org/10.1007/s10803-017-3049-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 A further evaluation of the effects of listener training on derived categorization and speaker behavior in children with autism / Greg P. LEE in Research in Autism Spectrum Disorders, 19 (November 2015)
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Titre : A further evaluation of the effects of listener training on derived categorization and speaker behavior in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Greg P. LEE, Auteur ; Caio F. MIGUEL, Auteur ; Emily K. DARCEY, Auteur ; Adrienne M. JENNINGS, Auteur Article en page(s) : p.72-81 Langues : Anglais (eng) Mots-clés : Autism Categorization Derived relations Naming Verbal behavior Index. décimale : PER Périodiques Résumé : Previous research has shown that children with autism may accurately categorize visual stimuli after learning to both tact (i.e., speaker behavior) and receptively discriminate (i.e., listener behavior) them using common category names. The purpose of the current study was to further evaluate the effects of category listener training alone on the development of Visual Categorization and Category Tacts with four children diagnosed with autism. We administered standardized language assessments to evaluate participants’ skills prior to beginning the study and used a non-concurrent multiple-baseline design across participants. Two of the participants whose language assessments identified both speaker and listener scores greater than 36 months, passed Visual Categorization and Category Tact testing with previously unfamiliar stimuli following Category Listener training. The two participants whose language assessments identified a deficit in either speaker or listener scores failed Visual Categorization and Category Tact testing following Category Listener training. These results suggest that both speaker and listener behavior may be required for the emergence of untrained categorization and tacting following listener training. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.04.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Research in Autism Spectrum Disorders > 19 (November 2015) . - p.72-81[article] A further evaluation of the effects of listener training on derived categorization and speaker behavior in children with autism [Texte imprimé et/ou numérique] / Greg P. LEE, Auteur ; Caio F. MIGUEL, Auteur ; Emily K. DARCEY, Auteur ; Adrienne M. JENNINGS, Auteur . - p.72-81.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 19 (November 2015) . - p.72-81
Mots-clés : Autism Categorization Derived relations Naming Verbal behavior Index. décimale : PER Périodiques Résumé : Previous research has shown that children with autism may accurately categorize visual stimuli after learning to both tact (i.e., speaker behavior) and receptively discriminate (i.e., listener behavior) them using common category names. The purpose of the current study was to further evaluate the effects of category listener training alone on the development of Visual Categorization and Category Tacts with four children diagnosed with autism. We administered standardized language assessments to evaluate participants’ skills prior to beginning the study and used a non-concurrent multiple-baseline design across participants. Two of the participants whose language assessments identified both speaker and listener scores greater than 36 months, passed Visual Categorization and Category Tact testing with previously unfamiliar stimuli following Category Listener training. The two participants whose language assessments identified a deficit in either speaker or listener scores failed Visual Categorization and Category Tact testing following Category Listener training. These results suggest that both speaker and listener behavior may be required for the emergence of untrained categorization and tacting following listener training. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.04.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 Is Social Categorization the Missing Link Between Weak Central Coherence and Mental State Inference Abilities in Autism? Preliminary Evidence from a General Population Sample / Daniel P. SKORICH in Journal of Autism and Developmental Disorders, 46-3 (March 2016)
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Titre : Is Social Categorization the Missing Link Between Weak Central Coherence and Mental State Inference Abilities in Autism? Preliminary Evidence from a General Population Sample Type de document : Texte imprimé et/ou numérique Auteurs : Daniel P. SKORICH, Auteur ; Adrienne R. MAY, Auteur ; Louisa A. TALIPSKI, Auteur ; Marnie H. HALL, Auteur ; Anita J. DOLSTRA, Auteur ; Tahlia B. GASH, Auteur ; Beth H. GUNNINGHAM, Auteur Article en page(s) : p.862-881 Langues : Anglais (eng) Mots-clés : Autism Weak central coherence Theory of mind Categorization Social categorization Self-categorization Index. décimale : PER Périodiques Résumé : We explore the relationship between the ‘theory of mind’ (ToM) and ‘central coherence’ difficulties of autism. We introduce covariation between hierarchically-embedded categories and social information—at the local level, the global level, or at both levels simultaneously—within a category confusion task. We then ask participants to infer the mental state of novel category members, and measure participants’ autism-spectrum quotient (AQ). Results reveal a positive relationship between AQ and the degree of local/global social categorization, which in turn predicts the pattern of mental state inferences. These results provide preliminary evidence for a causal relationship between central coherence and ToM abilities. Implications with regard to ToM processes, social categorization, intervention, and the development of a unified account of autism are discussed. En ligne : http://dx.doi.org/10.1007/s10803-015-2623-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281
in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.862-881[article] Is Social Categorization the Missing Link Between Weak Central Coherence and Mental State Inference Abilities in Autism? Preliminary Evidence from a General Population Sample [Texte imprimé et/ou numérique] / Daniel P. SKORICH, Auteur ; Adrienne R. MAY, Auteur ; Louisa A. TALIPSKI, Auteur ; Marnie H. HALL, Auteur ; Anita J. DOLSTRA, Auteur ; Tahlia B. GASH, Auteur ; Beth H. GUNNINGHAM, Auteur . - p.862-881.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-3 (March 2016) . - p.862-881
Mots-clés : Autism Weak central coherence Theory of mind Categorization Social categorization Self-categorization Index. décimale : PER Périodiques Résumé : We explore the relationship between the ‘theory of mind’ (ToM) and ‘central coherence’ difficulties of autism. We introduce covariation between hierarchically-embedded categories and social information—at the local level, the global level, or at both levels simultaneously—within a category confusion task. We then ask participants to infer the mental state of novel category members, and measure participants’ autism-spectrum quotient (AQ). Results reveal a positive relationship between AQ and the degree of local/global social categorization, which in turn predicts the pattern of mental state inferences. These results provide preliminary evidence for a causal relationship between central coherence and ToM abilities. Implications with regard to ToM processes, social categorization, intervention, and the development of a unified account of autism are discussed. En ligne : http://dx.doi.org/10.1007/s10803-015-2623-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=281 Category Formation in Autism: Can Individuals with Autism Form Categories and Prototypes of Dot Patterns? / Holly ZAJAC GASTGEB in Journal of Autism and Developmental Disorders, 42-8 (August 2012)
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Titre : Category Formation in Autism: Can Individuals with Autism Form Categories and Prototypes of Dot Patterns? Type de document : Texte imprimé et/ou numérique Auteurs : Holly ZAJAC GASTGEB, Auteur ; Eva M. DUNDAS, Auteur ; Nancy J. MINSHEW, Auteur ; Mark S. STRAUSS, Auteur Année de publication : 2012 Article en page(s) : p.1694-1704 Langues : Anglais (eng) Mots-clés : Categorization Prototype Autism Cognition Eye-tracking Implicit Index. décimale : PER Périodiques Résumé : There is a growing amount of evidence suggesting that individuals with autism have difficulty with categorization. One basic cognitive ability that may underlie this difficulty is the ability to abstract a prototype. The current study examined prototype and category formation with dot patterns in high-functioning adults with autism and matched controls. Individuals with autism were found to have difficulty forming prototypes and categories of dot patterns. The eye-tracking data did not reveal any between group differences in attention to the dot patterns. However, relationships between performance and intelligence in the autism group suggest possible processing differences between the groups. Results are consistent with previous studies that have found deficits in prototype formation and extend these deficits to dot patterns. En ligne : http://dx.doi.org/10.1007/s10803-011-1411-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=178
in Journal of Autism and Developmental Disorders > 42-8 (August 2012) . - p.1694-1704[article] Category Formation in Autism: Can Individuals with Autism Form Categories and Prototypes of Dot Patterns? [Texte imprimé et/ou numérique] / Holly ZAJAC GASTGEB, Auteur ; Eva M. DUNDAS, Auteur ; Nancy J. MINSHEW, Auteur ; Mark S. STRAUSS, Auteur . - 2012 . - p.1694-1704.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-8 (August 2012) . - p.1694-1704
Mots-clés : Categorization Prototype Autism Cognition Eye-tracking Implicit Index. décimale : PER Périodiques Résumé : There is a growing amount of evidence suggesting that individuals with autism have difficulty with categorization. One basic cognitive ability that may underlie this difficulty is the ability to abstract a prototype. The current study examined prototype and category formation with dot patterns in high-functioning adults with autism and matched controls. Individuals with autism were found to have difficulty forming prototypes and categories of dot patterns. The eye-tracking data did not reveal any between group differences in attention to the dot patterns. However, relationships between performance and intelligence in the autism group suggest possible processing differences between the groups. Results are consistent with previous studies that have found deficits in prototype formation and extend these deficits to dot patterns. En ligne : http://dx.doi.org/10.1007/s10803-011-1411-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=178 Category structure and processing in 6-year-old children with autism / Allison BEAN ELLAWADI in Autism Research, 10-2 (February 2017)
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Titre : Category structure and processing in 6-year-old children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Allison BEAN ELLAWADI, Auteur ; Deborah A. FEIN, Auteur ; Letitia R. NAIGLES, Auteur Article en page(s) : p.327-336 Langues : Anglais (eng) Mots-clés : autism categorization language development children Index. décimale : PER Périodiques Résumé : This study investigated the categorization abilities of 6-year-old children with autism spectrum disorders (ASD) as compared to their peers with typical development (TD) using a category verification task. We examined the impact of stimulus typicality on multiple aspects of real-time performance, including accuracy, reaction time, and performance stability. Both groups were more accurate in identifying typical category members than atypical ones; however, only the ASD group's accuracy was affected by item ordering, indicating less stable performance. Furthermore, category structure was predicted by concurrent language levels in the TD group but by concurrent nonverbal IQ in the ASD group; these latter two findings suggest that children with ASD process categories differently than their peers with TD. En ligne : http://dx.doi.org/10.1002/aur.1652 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303
in Autism Research > 10-2 (February 2017) . - p.327-336[article] Category structure and processing in 6-year-old children with autism [Texte imprimé et/ou numérique] / Allison BEAN ELLAWADI, Auteur ; Deborah A. FEIN, Auteur ; Letitia R. NAIGLES, Auteur . - p.327-336.
Langues : Anglais (eng)
in Autism Research > 10-2 (February 2017) . - p.327-336
Mots-clés : autism categorization language development children Index. décimale : PER Périodiques Résumé : This study investigated the categorization abilities of 6-year-old children with autism spectrum disorders (ASD) as compared to their peers with typical development (TD) using a category verification task. We examined the impact of stimulus typicality on multiple aspects of real-time performance, including accuracy, reaction time, and performance stability. Both groups were more accurate in identifying typical category members than atypical ones; however, only the ASD group's accuracy was affected by item ordering, indicating less stable performance. Furthermore, category structure was predicted by concurrent language levels in the TD group but by concurrent nonverbal IQ in the ASD group; these latter two findings suggest that children with ASD process categories differently than their peers with TD. En ligne : http://dx.doi.org/10.1002/aur.1652 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 Generalization, overselectivity, and discrimination in the autism phenotype: A review / S. M. BROWN in Research in Autism Spectrum Disorders, 6-2 (April-June 2012)
PermalinkIntact prototype formation but impaired generalization in autism / A.H. FROEHLICH in Research in Autism Spectrum Disorders, 6-2 (April-June 2012)
PermalinkAdults with Autism Tend to Undermine the Hidden Environmental Structure: Evidence from a Visual Associative Learning Task / L. A. SAPEY-TRIOMPHE in Journal of Autism and Developmental Disorders, 48-9 (September 2018)
PermalinkPreserved Proactive Interference in Autism Spectrum Disorder / Joana C. CARMO in Journal of Autism and Developmental Disorders, 46-1 (January 2016)
PermalinkVerbal problem-solving in autism spectrum disorders: A problem of plan construction? / Ben ALDERSON-DAY in Autism Research, 4-6 (December 2011)
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