10 recherche sur le mot-clé 'Cues'

Puppets facilitate attention to social cues in children with ASD / S. MACARI in Autism Research, 14-9 (September 2021)  

Public ISBD [article]  inAutism Research > 14-9 (September 2021) . - p.1975-1985 Titre : Puppets facilitate attention to social cues in children with ASD Type de document : Texte imprimé et/ou numérique Auteurs : S. MACARI, Auteur ; X. CHEN, Auteur ; Ludivine BRUNISSEN, Auteur ; E. YHANG, Auteur ; E. BRENNAN-WYDRA, Auteur ; A. VERNETTI, Auteur ; Fred R. VOLKMAR, Auteur ; J. CHANG, Auteur ; Katarzyna CHAWARSKA, Auteur Article en page(s) : p.1975-1985 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Child  Child, Preschool  Communication  Cues  Humans  attention  eye tracking  puppets Index. décimale : PER Périodiques Résumé : Diminished visual attention to faces of social partners represents one of the early characteristics of autism spectrum disorder (ASD). Here we examine if the introduction of puppets as social partners alters attention to speakers' faces in young children with ASD and typically developing (TD) controls. Children with ASD (N = 37; M(age)  = 49.44?months) and TD (N = 27; M(age)  = 40.66?months) viewed a video depicting a puppet and a human engaged in a conversation. Dwell time on these faces was analyzed as a function of group and speaker's identity. Unlike TD controls, the ASD group exhibited limited visual attention to and chance-level visual preference for the human speaker. However, attention to and preference for the puppet speaker's face was greater than chance and comparable across the two groups. While there was a strong association between low human speaker preference and high autism severity, no association with autism severity was found for puppet speaker preference. Unlike humans, expressive and verbal puppets attracted the attention of children with ASD at levels comparable to that of TD controls. Considering that puppets can engage in reciprocal interactions and deliver simplified, salient social-communicative cues, they may facilitate therapeutic efforts in children with ASD. LAY SUMMARY: While studies have shown support for therapeutic uses of robots with children with autism, other similar agents such as puppets remain to be explored. When shown a video of a conversation between a puppet and a person, young children with ASD paid as much attention to the puppet's face as typically-developing (TD) children. Since puppets can engage in back-and-forth interactions and model social interactions and communication, they may play a promising role in therapeutic efforts for young children with ASD. En ligne : http://dx.doi.org/10.1002/aur.2552 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450 [article] Puppets facilitate attention to social cues in children with ASD [Texte imprimé et/ou numérique] / S. MACARI, Auteur ; X. CHEN, Auteur ; Ludivine BRUNISSEN, Auteur ; E. YHANG, Auteur ; E. BRENNAN-WYDRA, Auteur ; A. VERNETTI, Auteur ; Fred R. VOLKMAR, Auteur ; J. CHANG, Auteur ; Katarzyna CHAWARSKA, Auteur . - p.1975-1985. Langues : Anglais (eng) in Autism Research > 14-9 (September 2021) . - p.1975-1985 Mots-clés : Autism Spectrum Disorder  Autistic Disorder  Child  Child, Preschool  Communication  Cues  Humans  attention  eye tracking  puppets Index. décimale : PER Périodiques Résumé : Diminished visual attention to faces of social partners represents one of the early characteristics of autism spectrum disorder (ASD). Here we examine if the introduction of puppets as social partners alters attention to speakers' faces in young children with ASD and typically developing (TD) controls. Children with ASD (N = 37; M(age)  = 49.44?months) and TD (N = 27; M(age)  = 40.66?months) viewed a video depicting a puppet and a human engaged in a conversation. Dwell time on these faces was analyzed as a function of group and speaker's identity. Unlike TD controls, the ASD group exhibited limited visual attention to and chance-level visual preference for the human speaker. However, attention to and preference for the puppet speaker's face was greater than chance and comparable across the two groups. While there was a strong association between low human speaker preference and high autism severity, no association with autism severity was found for puppet speaker preference. Unlike humans, expressive and verbal puppets attracted the attention of children with ASD at levels comparable to that of TD controls. Considering that puppets can engage in reciprocal interactions and deliver simplified, salient social-communicative cues, they may facilitate therapeutic efforts in children with ASD. LAY SUMMARY: While studies have shown support for therapeutic uses of robots with children with autism, other similar agents such as puppets remain to be explored. When shown a video of a conversation between a puppet and a person, young children with ASD paid as much attention to the puppet's face as typically-developing (TD) children. Since puppets can engage in back-and-forth interactions and model social interactions and communication, they may play a promising role in therapeutic efforts for young children with ASD. En ligne : http://dx.doi.org/10.1002/aur.2552 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=450

Altered gaze following during live interaction in infants at risk for autism: an eye tracking study / E. THORUP in Molecular Autism, 7 (2016)  

Public ISBD [article]  inMolecular Autism > 7 (2016) . - 12p. Titre : Altered gaze following during live interaction in infants at risk for autism: an eye tracking study Type de document : Texte imprimé et/ou numérique Auteurs : E. THORUP, Auteur ; P. NYSTROM, Auteur ; G. GREDEBACK, Auteur ; Sven BÖLTE, Auteur ; T. FALCK-YTTER, Auteur Article en page(s) : 12p. Langues : Anglais (eng) Mots-clés : Attention/physiology  Autism Spectrum Disorder/diagnosis/epidemiology/physiopathology  Cues  Early Diagnosis  Eye Movements  Family Health  Female  Fixation, Ocular/physiology  Head Movements  Humans  Imitative Behavior/physiology  Infant  Male  Pursuit, Smooth/physiology  Risk  Single-Blind Method  Social Behavior  Social Perception  Autism  Communication  Early development  Gaze following  Joint attention  Neurodevelopmental disorders  Social cognition  Younger siblings Index. décimale : PER Périodiques Résumé : BACKGROUND: The ability to follow gaze is an important prerequisite for joint attention, which is often compromised in children with autism spectrum disorder (ASD). The direction of both the head and eyes provides cues to other people's attention direction, but previous studies have not separated these factors and their relation to ASD susceptibility. Development of gaze following typically occurs before ASD diagnosis is possible, and studies of high-risk populations are therefore important. METHODS: Eye tracking was used to assess gaze following during interaction in a group of 10-month-old infants at high familial risk for ASD (high-risk group) as well as a group of infants with no family history of ASD (low-risk group). The infants watched an experimenter gaze at objects in the periphery. Performance was compared across two conditions: one in which the experimenter moved both the eyes and head toward the objects (Eyes and Head condition) and one that involved movement of the eyes only (Eyes Only condition). RESULTS: A group by condition interaction effect was found. Specifically, whereas gaze following accuracy was comparable across the two conditions in the low-risk group, infants in the high-risk group were more likely to follow gaze in the Eyes and Head condition than in the Eyes Only condition. CONCLUSIONS: In an ecologically valid social situation, responses to basic non-verbal orienting cues were found to be altered in infants at risk for ASD. The results indicate that infants at risk for ASD may rely disproportionally on information from the head when following gaze and point to the importance of separating information from the eyes and the head when studying social perception in ASD. En ligne : http://dx.doi.org/10.1186/s13229-016-0069-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=329 [article] Altered gaze following during live interaction in infants at risk for autism: an eye tracking study [Texte imprimé et/ou numérique] / E. THORUP, Auteur ; P. NYSTROM, Auteur ; G. GREDEBACK, Auteur ; Sven BÖLTE, Auteur ; T. FALCK-YTTER, Auteur . - 12p. Langues : Anglais (eng) in Molecular Autism > 7 (2016) . - 12p. Mots-clés : Attention/physiology  Autism Spectrum Disorder/diagnosis/epidemiology/physiopathology  Cues  Early Diagnosis  Eye Movements  Family Health  Female  Fixation, Ocular/physiology  Head Movements  Humans  Imitative Behavior/physiology  Infant  Male  Pursuit, Smooth/physiology  Risk  Single-Blind Method  Social Behavior  Social Perception  Autism  Communication  Early development  Gaze following  Joint attention  Neurodevelopmental disorders  Social cognition  Younger siblings Index. décimale : PER Périodiques Résumé : BACKGROUND: The ability to follow gaze is an important prerequisite for joint attention, which is often compromised in children with autism spectrum disorder (ASD). The direction of both the head and eyes provides cues to other people's attention direction, but previous studies have not separated these factors and their relation to ASD susceptibility. Development of gaze following typically occurs before ASD diagnosis is possible, and studies of high-risk populations are therefore important. METHODS: Eye tracking was used to assess gaze following during interaction in a group of 10-month-old infants at high familial risk for ASD (high-risk group) as well as a group of infants with no family history of ASD (low-risk group). The infants watched an experimenter gaze at objects in the periphery. Performance was compared across two conditions: one in which the experimenter moved both the eyes and head toward the objects (Eyes and Head condition) and one that involved movement of the eyes only (Eyes Only condition). RESULTS: A group by condition interaction effect was found. Specifically, whereas gaze following accuracy was comparable across the two conditions in the low-risk group, infants in the high-risk group were more likely to follow gaze in the Eyes and Head condition than in the Eyes Only condition. CONCLUSIONS: In an ecologically valid social situation, responses to basic non-verbal orienting cues were found to be altered in infants at risk for ASD. The results indicate that infants at risk for ASD may rely disproportionally on information from the head when following gaze and point to the importance of separating information from the eyes and the head when studying social perception in ASD. En ligne : http://dx.doi.org/10.1186/s13229-016-0069-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=329

Audiovisual Speech Perception in Children with Autism Spectrum Disorders: Evidence from Visual Phonemic Restoration / J. IRWIN in Journal of Autism and Developmental Disorders, 52-1 (January 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.28-37 Titre : Audiovisual Speech Perception in Children with Autism Spectrum Disorders: Evidence from Visual Phonemic Restoration Type de document : Texte imprimé et/ou numérique Auteurs : J. IRWIN, Auteur ; T. AVERY, Auteur ; D. KLEINMAN, Auteur ; N. LANDI, Auteur Article en page(s) : p.28-37 Langues : Anglais (eng) Mots-clés : Auditory Perception  Autism Spectrum Disorder  Child  Cues  Evoked Potentials  Humans  Speech  Speech Perception  Visual Perception  Audiovisual  Autism  Phonemic restoration Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders have been reported to be less influenced by a speaker's face during speech perception than those with typically development. To more closely examine these reported differences, a novel visual phonemic restoration paradigm was used to assess neural signatures (event-related potentials [ERPs]) of audiovisual processing in typically developing children and in children with autism spectrum disorder. Video of a speaker saying the syllable /ba/ was paired with (1) a synthesized /ba/ or (2) a synthesized syllable derived from /ba/ in which auditory cues for the consonant were substantially weakened, thereby sounding more like /a/. The auditory stimuli are easily discriminable; however, in the context of a visual /ba/, the auditory /a/ is typically perceived as /ba/, producing a visual phonemic restoration. Only children with ASD showed a large /ba/-/a/ discrimination response in the presence of a speaker producing /ba/, suggesting reduced influence of visual speech. En ligne : http://dx.doi.org/10.1007/s10803-021-04916-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Audiovisual Speech Perception in Children with Autism Spectrum Disorders: Evidence from Visual Phonemic Restoration [Texte imprimé et/ou numérique] / J. IRWIN, Auteur ; T. AVERY, Auteur ; D. KLEINMAN, Auteur ; N. LANDI, Auteur . - p.28-37. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-1 (January 2022) . - p.28-37 Mots-clés : Auditory Perception  Autism Spectrum Disorder  Child  Cues  Evoked Potentials  Humans  Speech  Speech Perception  Visual Perception  Audiovisual  Autism  Phonemic restoration Index. décimale : PER Périodiques Résumé : Children with autism spectrum disorders have been reported to be less influenced by a speaker's face during speech perception than those with typically development. To more closely examine these reported differences, a novel visual phonemic restoration paradigm was used to assess neural signatures (event-related potentials [ERPs]) of audiovisual processing in typically developing children and in children with autism spectrum disorder. Video of a speaker saying the syllable /ba/ was paired with (1) a synthesized /ba/ or (2) a synthesized syllable derived from /ba/ in which auditory cues for the consonant were substantially weakened, thereby sounding more like /a/. The auditory stimuli are easily discriminable; however, in the context of a visual /ba/, the auditory /a/ is typically perceived as /ba/, producing a visual phonemic restoration. Only children with ASD showed a large /ba/-/a/ discrimination response in the presence of a speaker producing /ba/, suggesting reduced influence of visual speech. En ligne : http://dx.doi.org/10.1007/s10803-021-04916-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

Do autistic individuals show atypical performance in probabilistic learning? A comparison of cue-number, predictive strength, and prediction error / Lei ZHANG ; Fang LIU in Molecular Autism, 16 (2025)  

Public ISBD [article]  inMolecular Autism > 16 (2025) . - 15 Titre : Do autistic individuals show atypical performance in probabilistic learning? A comparison of cue-number, predictive strength, and prediction error Type de document : Texte imprimé et/ou numérique Auteurs : Lei ZHANG, Auteur ; Fang LIU, Auteur Article en page(s) : 15 Langues : Anglais (eng) Mots-clés : Humans  Autistic Disorder/psychology/physiopathology/diagnosis  Cues  Male  Adult  Female  Probability Learning  Young Adult  Reinforcement, Psychology  Learning  Associative learning  Bayesian  Prediction errors  Predictive coding  Probabilistic learning  Reinforcement learning  reviewed and approved by the University Research Ethics Committee (UREC) at the  University of Reading (reference number: UREC 20/28). All participants provided  their written informed consent prior to their participation. Consent for  publication: Not applicable. Competing interests: The authors declare no  competing interests. Index. décimale : PER Périodiques Résumé : BACKGROUND: According to recent models of autism, autistic individuals may find learning probabilistic cue-outcome associations more challenging than deterministic learning, though empirical evidence for this is mixed. Here we examined the mechanism of probabilistic learning more closely by comparing autistic and non-autistic adults on inferring a target cue from multiple cues or integrating multiple target cues and learning from associations with various predictive strengths. METHODS: 52 autistic and 52 non-autistic participants completed three tasks: (i) single-cue probabilistic learning, in which they had to infer a single target cue from multiple cues to learn cue-outcome associations; (ii) multi-cue probabilistic learning, in which they had to learn associations of various predictive strengths via integration of multiple cues; and (iii) reinforcement learning, which required learning the contingencies of two stimuli with a probabilistic reinforcement schedule. Accuracy on the two probabilistic learning tasks was modelled separately using a binomial mixed effects model whereas computational modelling was performed on the reinforcement learning data to obtain a model parameter on prediction error integration (i.e., learning rate). RESULTS: No group differences were found in the single-cue probabilistic learning task. Group differences were evident for the multi-cue probabilistic learning task for associations that are weakly predictive (between 40 and 60%) but not when they are strongly predictive (10-20% or 80-90%). Computational modelling on the reinforcement learning task revealed that, as a group, autistic individuals had a higher learning rate than non-autistic individuals. LIMITATIONS: Due to the online nature of the study, we could not confirm the diagnosis of our autistic sample. The autistic participants were likely to have typical intelligence, and so our findings may not be generalisable to the entire autistic population. The learning tasks are constrained by a relatively small number of trials, and so it is unclear whether group differences will still be seen when given more trials. CONCLUSIONS: Autistic adults showed similar performance as non-autistic adults in learning associations by inferring a single cue or integrating multiple cues when the predictive strength was strong. However, non-autistic adults outperformed autistic adults when the predictive strength was weak, but only in the later phase. Autistic individuals were also more likely to incorporate prediction errors during decision making, which may explain their atypical performance on the weakly predictive associations. Our findings have implications for understanding differences in social cognition, which is often noisy and weakly predictive, among autistic individuals. En ligne : https://dx.doi.org/10.1186/s13229-025-00651-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555 [article] Do autistic individuals show atypical performance in probabilistic learning? A comparison of cue-number, predictive strength, and prediction error [Texte imprimé et/ou numérique] / Lei ZHANG, Auteur ; Fang LIU, Auteur . - 15. Langues : Anglais (eng) in Molecular Autism > 16 (2025) . - 15 Mots-clés : Humans  Autistic Disorder/psychology/physiopathology/diagnosis  Cues  Male  Adult  Female  Probability Learning  Young Adult  Reinforcement, Psychology  Learning  Associative learning  Bayesian  Prediction errors  Predictive coding  Probabilistic learning  Reinforcement learning  reviewed and approved by the University Research Ethics Committee (UREC) at the  University of Reading (reference number: UREC 20/28). All participants provided  their written informed consent prior to their participation. Consent for  publication: Not applicable. Competing interests: The authors declare no  competing interests. Index. décimale : PER Périodiques Résumé : BACKGROUND: According to recent models of autism, autistic individuals may find learning probabilistic cue-outcome associations more challenging than deterministic learning, though empirical evidence for this is mixed. Here we examined the mechanism of probabilistic learning more closely by comparing autistic and non-autistic adults on inferring a target cue from multiple cues or integrating multiple target cues and learning from associations with various predictive strengths. METHODS: 52 autistic and 52 non-autistic participants completed three tasks: (i) single-cue probabilistic learning, in which they had to infer a single target cue from multiple cues to learn cue-outcome associations; (ii) multi-cue probabilistic learning, in which they had to learn associations of various predictive strengths via integration of multiple cues; and (iii) reinforcement learning, which required learning the contingencies of two stimuli with a probabilistic reinforcement schedule. Accuracy on the two probabilistic learning tasks was modelled separately using a binomial mixed effects model whereas computational modelling was performed on the reinforcement learning data to obtain a model parameter on prediction error integration (i.e., learning rate). RESULTS: No group differences were found in the single-cue probabilistic learning task. Group differences were evident for the multi-cue probabilistic learning task for associations that are weakly predictive (between 40 and 60%) but not when they are strongly predictive (10-20% or 80-90%). Computational modelling on the reinforcement learning task revealed that, as a group, autistic individuals had a higher learning rate than non-autistic individuals. LIMITATIONS: Due to the online nature of the study, we could not confirm the diagnosis of our autistic sample. The autistic participants were likely to have typical intelligence, and so our findings may not be generalisable to the entire autistic population. The learning tasks are constrained by a relatively small number of trials, and so it is unclear whether group differences will still be seen when given more trials. CONCLUSIONS: Autistic adults showed similar performance as non-autistic adults in learning associations by inferring a single cue or integrating multiple cues when the predictive strength was strong. However, non-autistic adults outperformed autistic adults when the predictive strength was weak, but only in the later phase. Autistic individuals were also more likely to incorporate prediction errors during decision making, which may explain their atypical performance on the weakly predictive associations. Our findings have implications for understanding differences in social cognition, which is often noisy and weakly predictive, among autistic individuals. En ligne : https://dx.doi.org/10.1186/s13229-025-00651-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=555

Emotion Recognition and Context in Adolescents with Autism Spectrum Disorder / Steven D. STAGG in Journal of Autism and Developmental Disorders, 52-9 (September 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.4129-4137 Titre : Emotion Recognition and Context in Adolescents with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Steven D. STAGG, Auteur ; Li-Huan TAN, Auteur ; Fathima KODAKKADAN, Auteur Article en page(s) : p.4129-4137 Langues : Anglais (eng) Mots-clés : Adolescent  Autism Spectrum Disorder/psychology  Autistic Disorder  Cues  Emotions  Facial Expression  Humans  Adolescents  Autism spectrum disorder  Contextual cues  Emotion masking Index. décimale : PER Périodiques Résumé : Emotion recognition research in autism has provided conflicting results and has ignored the role of context. We examined if autistic adolescents use context to identify displayed and felt emotion. Twenty adolescents with autism and 20 age-matched neurotypical adolescents identified emotions from a standardised set of images. The groups also viewed videos scenes with actors displaying a feigned emotion masking their true feelings. Participants identified the displayed and felt emotions. Both groups identified emotions from static images equally well. In the video condition, the autism group was unable to distinguish between the displayed and felt emotions. Emotion research is often divorced from context. Our findings suggest that autistic individuals have difficulty integrating contextual cues when processing emotions. En ligne : http://dx.doi.org/10.1007/s10803-021-05292-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486 [article] Emotion Recognition and Context in Adolescents with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Steven D. STAGG, Auteur ; Li-Huan TAN, Auteur ; Fathima KODAKKADAN, Auteur . - p.4129-4137. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-9 (September 2022) . - p.4129-4137 Mots-clés : Adolescent  Autism Spectrum Disorder/psychology  Autistic Disorder  Cues  Emotions  Facial Expression  Humans  Adolescents  Autism spectrum disorder  Contextual cues  Emotion masking Index. décimale : PER Périodiques Résumé : Emotion recognition research in autism has provided conflicting results and has ignored the role of context. We examined if autistic adolescents use context to identify displayed and felt emotion. Twenty adolescents with autism and 20 age-matched neurotypical adolescents identified emotions from a standardised set of images. The groups also viewed videos scenes with actors displaying a feigned emotion masking their true feelings. Participants identified the displayed and felt emotions. Both groups identified emotions from static images equally well. In the video condition, the autism group was unable to distinguish between the displayed and felt emotions. Emotion research is often divorced from context. Our findings suggest that autistic individuals have difficulty integrating contextual cues when processing emotions. En ligne : http://dx.doi.org/10.1007/s10803-021-05292-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=486

Neural meaning making, prediction, and prefrontal-subcortical development following early adverse caregiving / Nim TOTTENHAM in Development and Psychopathology, 32-5 (December 2020)  

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Reduced social attention in autism is magnified by perceptual load in naturalistic environments / Amanda J. HASKINS in Autism Research, 15-12 (December 2022)  

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Social synchronization during joint attention in children with autism spectrum disorder / Q. LIU in Autism Research, 14-10 (October 2021)  

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Competing Perceptual Salience in a Visual Word Recognition Task Differentially Affects Children With and Without Autism Spectrum Disorder / Courtney E. VENKER in Autism Research, 14-6 (June 2021)  

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Visuospatial Bias in Children with Autism Spectrum Disorder: Evidence from Line Bisection Tasks / Chunyan LIU in Journal of Autism and Developmental Disorders, 52-11 (November 2022)  

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