3 recherche sur le mot-clé 'Contextual cueing'

A diffusion modeling approach to understanding contextual cueing effects in children with ADHD / Alexander WEIGARD in Journal of Child Psychology and Psychiatry, 55-12 (December 2014)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 55-12 (December 2014) . - p.1336-1344 Titre : A diffusion modeling approach to understanding contextual cueing effects in children with ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Alexander WEIGARD, Auteur ; Cynthia HUANG-POLLOCK, Auteur Article en page(s) : p.1336-1344 Langues : Anglais (eng) Mots-clés : Contextual cueing  diffusion model  ADHD  implicit learning  developmental psychopathology  neuropsychology Index. décimale : PER Périodiques Résumé : Background Strong theoretical models suggest implicit learning deficits may exist among children with Attention Deficit Hyperactivity Disorder (ADHD). Method We examine implicit contextual cueing (CC) effects among children with ADHD (n = 72) and non-ADHD Controls (n = 36). Results Using Ratcliff's drift diffusion model, we found that among Controls, the CC effect is due to improvements in attentional guidance and to reductions in response threshold. Children with ADHD did not show a CC effect; although they were able to use implicitly acquired information to deploy attentional focus, they had more difficulty adjusting their response thresholds. Conclusions Improvements in attentional guidance and reductions in response threshold together underlie the CC effect. Results are consistent with neurocognitive models of ADHD that posit subcortical dysfunction but intact spatial attention, and encourage the use of alternative data analytic methods when dealing with reaction time data. En ligne : http://dx.doi.org/10.1111/jcpp.12250 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 [article] A diffusion modeling approach to understanding contextual cueing effects in children with ADHD [Texte imprimé et/ou numérique] / Alexander WEIGARD, Auteur ; Cynthia HUANG-POLLOCK, Auteur . - p.1336-1344. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 55-12 (December 2014) . - p.1336-1344 Mots-clés : Contextual cueing  diffusion model  ADHD  implicit learning  developmental psychopathology  neuropsychology Index. décimale : PER Périodiques Résumé : Background Strong theoretical models suggest implicit learning deficits may exist among children with Attention Deficit Hyperactivity Disorder (ADHD). Method We examine implicit contextual cueing (CC) effects among children with ADHD (n = 72) and non-ADHD Controls (n = 36). Results Using Ratcliff's drift diffusion model, we found that among Controls, the CC effect is due to improvements in attentional guidance and to reductions in response threshold. Children with ADHD did not show a CC effect; although they were able to use implicitly acquired information to deploy attentional focus, they had more difficulty adjusting their response thresholds. Conclusions Improvements in attentional guidance and reductions in response threshold together underlie the CC effect. Results are consistent with neurocognitive models of ADHD that posit subcortical dysfunction but intact spatial attention, and encourage the use of alternative data analytic methods when dealing with reaction time data. En ligne : http://dx.doi.org/10.1111/jcpp.12250 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243

Spatial and Identity Cues Differentially Affect Implicit Contextual Cueing in Adolescents and Adults with Autism Spectrum Disorder / Brittany G. TRAVERS in Journal of Autism and Developmental Disorders, 43-10 (October 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-10 (October 2013) . - p.2393-2404 Titre : Spatial and Identity Cues Differentially Affect Implicit Contextual Cueing in Adolescents and Adults with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Brittany G. TRAVERS, Auteur ; Patrick S. POWELL, Auteur ; Joanna L. MUSSEY, Auteur ; Laura G. KLINGER, Auteur ; Megan E. CRISLER, Auteur ; Mark R. KLINGER, Auteur Article en page(s) : p.2393-2404 Langues : Anglais (eng) Mots-clés : Implicit learning  Contextual cueing  Attention  Learning  Autism Index. décimale : PER Périodiques Résumé : The present studies examined implicit contextual cueing in adolescents and adults with Autism Spectrum Disorder (ASD). In Study 1, 16 individuals with ASD and 20 matched individuals with typical development completed a contextual cueing task using stimulus-identity cues. In Study 2, 12 individuals with ASD and 16 individuals with typical development completed a revised version of the contextual cueing task, using both stimulus-identity cues and global spatial-configuration cues. The results suggest that when only stimulus-identity cues were provided, individuals with ASD had difficulty with implicit contextual cueing (Study 1). However, when both stimulus-identity and spatial-configuration contextual cues were provided, individuals with ASD demonstrated successful contextual cueing (Study 2). Nuances in implicit learning and clinical implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-013-1787-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215 [article] Spatial and Identity Cues Differentially Affect Implicit Contextual Cueing in Adolescents and Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Brittany G. TRAVERS, Auteur ; Patrick S. POWELL, Auteur ; Joanna L. MUSSEY, Auteur ; Laura G. KLINGER, Auteur ; Megan E. CRISLER, Auteur ; Mark R. KLINGER, Auteur . - p.2393-2404. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-10 (October 2013) . - p.2393-2404 Mots-clés : Implicit learning  Contextual cueing  Attention  Learning  Autism Index. décimale : PER Périodiques Résumé : The present studies examined implicit contextual cueing in adolescents and adults with Autism Spectrum Disorder (ASD). In Study 1, 16 individuals with ASD and 20 matched individuals with typical development completed a contextual cueing task using stimulus-identity cues. In Study 2, 12 individuals with ASD and 16 individuals with typical development completed a revised version of the contextual cueing task, using both stimulus-identity cues and global spatial-configuration cues. The results suggest that when only stimulus-identity cues were provided, individuals with ASD had difficulty with implicit contextual cueing (Study 1). However, when both stimulus-identity and spatial-configuration contextual cues were provided, individuals with ASD demonstrated successful contextual cueing (Study 2). Nuances in implicit learning and clinical implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-013-1787-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215

Eye Movement Difficulties in Autism Spectrum Disorder: Implications for Implicit Contextual Learning / Anastasia KOURKOULOU in Autism Research, 6-3 (June 2013)  

Public ISBD [article]  inAutism Research > 6-3 (June 2013) . - p.177-189 Titre : Eye Movement Difficulties in Autism Spectrum Disorder: Implications for Implicit Contextual Learning Type de document : Texte imprimé et/ou numérique Auteurs : Anastasia KOURKOULOU, Auteur ; Gustav KUHN, Auteur ; John M. FINDLAY, Auteur ; Susan R. LEEKAM, Auteur Année de publication : 2013 Article en page(s) : p.177-189 Langues : Anglais (eng) Mots-clés : autism  eye movements  visual search  implicit learning  contextual cueing Index. décimale : PER Périodiques Résumé : It is widely accepted that we use contextual information to guide our gaze when searching for an object. People with autism spectrum disorder (ASD) also utilise contextual information in this way; yet, their visual search in tasks of this kind is much slower compared with people without ASD. The aim of the current study was to explore the reason for this by measuring eye movements. Eye movement analyses revealed that the slowing of visual search was not caused by making a greater number of fixations. Instead, participants in the ASD group were slower to launch their first saccade, and the duration of their fixations was longer. These results indicate that slowed search in ASD in contextual learning tasks is not due to differences in the spatial allocation of attention but due to temporal delays in the initial-reflexive orienting of attention and subsequent-focused attention. These results have broader implications for understanding the unusual attention profile of individuals with ASD and how their attention may be shaped by learning. En ligne : http://dx.doi.org/10.1002/aur.1274 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202 [article] Eye Movement Difficulties in Autism Spectrum Disorder: Implications for Implicit Contextual Learning [Texte imprimé et/ou numérique] / Anastasia KOURKOULOU, Auteur ; Gustav KUHN, Auteur ; John M. FINDLAY, Auteur ; Susan R. LEEKAM, Auteur . - 2013 . - p.177-189. Langues : Anglais (eng) in Autism Research > 6-3 (June 2013) . - p.177-189 Mots-clés : autism  eye movements  visual search  implicit learning  contextual cueing Index. décimale : PER Périodiques Résumé : It is widely accepted that we use contextual information to guide our gaze when searching for an object. People with autism spectrum disorder (ASD) also utilise contextual information in this way; yet, their visual search in tasks of this kind is much slower compared with people without ASD. The aim of the current study was to explore the reason for this by measuring eye movements. Eye movement analyses revealed that the slowing of visual search was not caused by making a greater number of fixations. Instead, participants in the ASD group were slower to launch their first saccade, and the duration of their fixations was longer. These results indicate that slowed search in ASD in contextual learning tasks is not due to differences in the spatial allocation of attention but due to temporal delays in the initial-reflexive orienting of attention and subsequent-focused attention. These results have broader implications for understanding the unusual attention profile of individuals with ASD and how their attention may be shaped by learning. En ligne : http://dx.doi.org/10.1002/aur.1274 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202