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Investigating distinct and related contributions of Weak Central Coherence, Executive Dysfunction, and Systemizing theories to the cognitive profiles of children with Autism Spectrum Disorders and typically developing children / Sandra B. VANEGAS in Research in Autism Spectrum Disorders, 11 (March 2015)
[article]
Titre : Investigating distinct and related contributions of Weak Central Coherence, Executive Dysfunction, and Systemizing theories to the cognitive profiles of children with Autism Spectrum Disorders and typically developing children Type de document : Texte imprimé et/ou numérique Auteurs : Sandra B. VANEGAS, Auteur ; Denise DAVIDSON, Auteur Article en page(s) : p.77-92 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorders Weak Central Coherence Executive Dysfunction Systemizing Index. décimale : PER Périodiques Résumé : Many attempts have been made to explain the cognitive profiles of children and adults with Autism Spectrum Disorders (ASD). The current study investigated three prominent theories of cognitive processing – Weak Central Coherence, Executive Dysfunction, and Systemizing – to determine how they could define the cognitive patterns of performance in children with ASD. Utilizing tasks that tapped into visuospatial and linguistic domains, and both parent-report and child performance, the present research found support for the Weak Central Coherence and Executive Dysfunction theories in accounting for distinct cognitive profiles in children with ASD. No differences were observed between children with ASD and TD children on Systemizing abilities or preferences. The results also indicate that cognitive profiles in ASD may manifest in different ways in children historically considered High-Functioning Autism and Asperger's Syndrome. Additionally, the present research demonstrated the importance of using comprehensive measures to assess cognition and behavior in children with ASD. These results provide support for the consideration of individual differences in cognitive profiles of children with HFA and children with AS when developing educational and therapeutic programming. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260
in Research in Autism Spectrum Disorders > 11 (March 2015) . - p.77-92[article] Investigating distinct and related contributions of Weak Central Coherence, Executive Dysfunction, and Systemizing theories to the cognitive profiles of children with Autism Spectrum Disorders and typically developing children [Texte imprimé et/ou numérique] / Sandra B. VANEGAS, Auteur ; Denise DAVIDSON, Auteur . - p.77-92.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 11 (March 2015) . - p.77-92
Mots-clés : Autism Spectrum Disorders Weak Central Coherence Executive Dysfunction Systemizing Index. décimale : PER Périodiques Résumé : Many attempts have been made to explain the cognitive profiles of children and adults with Autism Spectrum Disorders (ASD). The current study investigated three prominent theories of cognitive processing – Weak Central Coherence, Executive Dysfunction, and Systemizing – to determine how they could define the cognitive patterns of performance in children with ASD. Utilizing tasks that tapped into visuospatial and linguistic domains, and both parent-report and child performance, the present research found support for the Weak Central Coherence and Executive Dysfunction theories in accounting for distinct cognitive profiles in children with ASD. No differences were observed between children with ASD and TD children on Systemizing abilities or preferences. The results also indicate that cognitive profiles in ASD may manifest in different ways in children historically considered High-Functioning Autism and Asperger's Syndrome. Additionally, the present research demonstrated the importance of using comprehensive measures to assess cognition and behavior in children with ASD. These results provide support for the consideration of individual differences in cognitive profiles of children with HFA and children with AS when developing educational and therapeutic programming. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.12.005 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 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)
[article]
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 Lexical Processing in Toddlers with ASD: Does Weak Central Coherence Play a Role? / Susan ELLIS WEISMER in Journal of Autism and Developmental Disorders, 46-12 (December 2016)
[article]
Titre : Lexical Processing in Toddlers with ASD: Does Weak Central Coherence Play a Role? Type de document : Texte imprimé et/ou numérique Auteurs : Susan ELLIS WEISMER, Auteur ; Eileen HAEBIG, Auteur ; Jan EDWARDS, Auteur ; Jenny SAFFRAN, Auteur ; Courtney E. VENKER, Auteur Article en page(s) : p.3755-3769 Langues : Anglais (eng) Mots-clés : Autism Lexical processing Weak central coherence Receptive vocabulary Toddlers Index. décimale : PER Périodiques Résumé : This study investigated whether vocabulary delays in toddlers with autism spectrum disorders (ASD) can be explained by a cognitive style that prioritizes processing of detailed, local features of input over global contextual integration—as claimed by the weak central coherence (WCC) theory. Thirty toddlers with ASD and 30 younger, cognition-matched typical controls participated in a looking-while-listening task that assessed whether perceptual or semantic similarities among named images disrupted word recognition relative to a neutral condition. Overlap of perceptual features invited local processing whereas semantic overlap invited global processing. With the possible exception of a subset of toddlers who had very low vocabulary skills, these results provide no evidence that WCC is characteristic of lexical processing in toddlers with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2926-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3755-3769[article] Lexical Processing in Toddlers with ASD: Does Weak Central Coherence Play a Role? [Texte imprimé et/ou numérique] / Susan ELLIS WEISMER, Auteur ; Eileen HAEBIG, Auteur ; Jan EDWARDS, Auteur ; Jenny SAFFRAN, Auteur ; Courtney E. VENKER, Auteur . - p.3755-3769.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3755-3769
Mots-clés : Autism Lexical processing Weak central coherence Receptive vocabulary Toddlers Index. décimale : PER Périodiques Résumé : This study investigated whether vocabulary delays in toddlers with autism spectrum disorders (ASD) can be explained by a cognitive style that prioritizes processing of detailed, local features of input over global contextual integration—as claimed by the weak central coherence (WCC) theory. Thirty toddlers with ASD and 30 younger, cognition-matched typical controls participated in a looking-while-listening task that assessed whether perceptual or semantic similarities among named images disrupted word recognition relative to a neutral condition. Overlap of perceptual features invited local processing whereas semantic overlap invited global processing. With the possible exception of a subset of toddlers who had very low vocabulary skills, these results provide no evidence that WCC is characteristic of lexical processing in toddlers with ASD. En ligne : http://dx.doi.org/10.1007/s10803-016-2926-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 Rapid Linguistic Ambiguity Resolution in Young Children with Autism Spectrum Disorder: Eye Tracking Evidence for the Limits of Weak Central Coherence / Noemi HAHN in Autism Research, 8-6 (December 2015)
[article]
Titre : Rapid Linguistic Ambiguity Resolution in Young Children with Autism Spectrum Disorder: Eye Tracking Evidence for the Limits of Weak Central Coherence Type de document : Texte imprimé et/ou numérique Auteurs : Noemi HAHN, Auteur ; Jesse SNEDEKER, Auteur ; Hugh RABAGLIATI, Auteur Article en page(s) : p.717-726 Langues : Anglais (eng) Mots-clés : autism language lexical ambiguity homophones eye tracking weak central coherence Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASD) have often been reported to have difficulty integrating information into its broader context, which has motivated the Weak Central Coherence theory of ASD. In the linguistic domain, evidence for this difficulty comes from reports of impaired use of linguistic context to resolve ambiguous words. However, recent work has suggested that impaired use of linguistic context may not be characteristic of ASD, and is instead better explained by co-occurring language impairments. Here, we provide a strong test of these claims, using the visual world eye tracking paradigm to examine the online mechanisms by which children with autism resolve linguistic ambiguity. To address concerns about both language impairments and compensatory strategies, we used a sample whose verbal skills were strong and whose average age (7; 6) was lower than previous work on lexical ambiguity resolution in ASD. Participants (40 with autism and 40 controls) heard sentences with ambiguous words in contexts that either strongly supported one reading or were consistent with both (John fed/saw the bat). We measured activation of the unintended meaning through implicit semantic priming of an associate (looks to a depicted baseball glove). Contrary to the predictions of weak central coherence, children with ASD, like controls, quickly used context to resolve ambiguity, selecting appropriate meanings within a second. We discuss how these results constrain the generality of weak central coherence. Autism Res 2015, 8: 717–726. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1487 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278
in Autism Research > 8-6 (December 2015) . - p.717-726[article] Rapid Linguistic Ambiguity Resolution in Young Children with Autism Spectrum Disorder: Eye Tracking Evidence for the Limits of Weak Central Coherence [Texte imprimé et/ou numérique] / Noemi HAHN, Auteur ; Jesse SNEDEKER, Auteur ; Hugh RABAGLIATI, Auteur . - p.717-726.
Langues : Anglais (eng)
in Autism Research > 8-6 (December 2015) . - p.717-726
Mots-clés : autism language lexical ambiguity homophones eye tracking weak central coherence Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders (ASD) have often been reported to have difficulty integrating information into its broader context, which has motivated the Weak Central Coherence theory of ASD. In the linguistic domain, evidence for this difficulty comes from reports of impaired use of linguistic context to resolve ambiguous words. However, recent work has suggested that impaired use of linguistic context may not be characteristic of ASD, and is instead better explained by co-occurring language impairments. Here, we provide a strong test of these claims, using the visual world eye tracking paradigm to examine the online mechanisms by which children with autism resolve linguistic ambiguity. To address concerns about both language impairments and compensatory strategies, we used a sample whose verbal skills were strong and whose average age (7; 6) was lower than previous work on lexical ambiguity resolution in ASD. Participants (40 with autism and 40 controls) heard sentences with ambiguous words in contexts that either strongly supported one reading or were consistent with both (John fed/saw the bat). We measured activation of the unintended meaning through implicit semantic priming of an associate (looks to a depicted baseball glove). Contrary to the predictions of weak central coherence, children with ASD, like controls, quickly used context to resolve ambiguity, selecting appropriate meanings within a second. We discuss how these results constrain the generality of weak central coherence. Autism Res 2015, 8: 717–726. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1487 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 Reading comprehension of ambiguous sentences by school-age children with autism spectrum disorder / Meghan M. DAVIDSON in Autism Research, 10-12 (December 2017)
[article]
Titre : Reading comprehension of ambiguous sentences by school-age children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Meghan M. DAVIDSON, Auteur ; Susan ELLIS WEISMER, Auteur Article en page(s) : p.2002-2022 Langues : Anglais (eng) Mots-clés : ASD reading comprehension weak central coherence oral language semantics eye tracking Index. décimale : PER Périodiques Résumé : Weak central coherence (processing details over gist), poor oral language abilities, poor suppression, semantic interference, and poor comprehension monitoring have all been implicated to affect reading comprehension in individuals with autism spectrum disorder (ASD). This study viewed the contributions of different supporting skills as a collective set of skills necessary for context integration—a multi-component view—to examine individual differences in reading comprehension in school-age children (8–14 years) with ASD (n?=?23) and typically developing control peers (n?=?23). Participants completed a written ambiguous sentence comprehension task in which participants had to integrate context to determine the correct homonym meaning via picture selection. Both comprehension products (i.e., offline representations after reading) and processes (i.e., online processing during reading) were evaluated. Results indicated that children with ASD, similar to their TD peers, integrated the context to access the correct homonym meanings while reading. However, after reading the sentences, when participants were asked to select the meanings, both groups experienced semantic interference between the two meanings. This semantic interference hindered the children with ASD's sentence representation to a greater degree than their peers. Individual differences in age/development, word recognition, vocabulary breadth (i.e., number of words in the lexicon), and vocabulary depth (i.e., knowledge of the homonym meanings) contributed to sentence comprehension in both children with ASD and their peers. Together, this evidence supports a multi-component view, and that helping children with ASD develop vocabulary depth may have cascading effects on their reading comprehension. Autism Res 2017, 10: 2002–2022. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Like their peers, children with ASD were able to integrate context, or link words while reading sentences with ambiguous words (words with two meanings). After reading the sentences, both groups found it hard to pick the correct meaning of the ambiguous sentence and this decision was more difficult for the participants with ASD. Older children, children with better word reading abilities, and children with higher vocabularies were better at understanding ambiguous sentences. Helping children with ASD to develop richer vocabularies could be important for improving their reading comprehension. En ligne : http://dx.doi.org/10.1002/aur.1850 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=323
in Autism Research > 10-12 (December 2017) . - p.2002-2022[article] Reading comprehension of ambiguous sentences by school-age children with autism spectrum disorder [Texte imprimé et/ou numérique] / Meghan M. DAVIDSON, Auteur ; Susan ELLIS WEISMER, Auteur . - p.2002-2022.
Langues : Anglais (eng)
in Autism Research > 10-12 (December 2017) . - p.2002-2022
Mots-clés : ASD reading comprehension weak central coherence oral language semantics eye tracking Index. décimale : PER Périodiques Résumé : Weak central coherence (processing details over gist), poor oral language abilities, poor suppression, semantic interference, and poor comprehension monitoring have all been implicated to affect reading comprehension in individuals with autism spectrum disorder (ASD). This study viewed the contributions of different supporting skills as a collective set of skills necessary for context integration—a multi-component view—to examine individual differences in reading comprehension in school-age children (8–14 years) with ASD (n?=?23) and typically developing control peers (n?=?23). Participants completed a written ambiguous sentence comprehension task in which participants had to integrate context to determine the correct homonym meaning via picture selection. Both comprehension products (i.e., offline representations after reading) and processes (i.e., online processing during reading) were evaluated. Results indicated that children with ASD, similar to their TD peers, integrated the context to access the correct homonym meanings while reading. However, after reading the sentences, when participants were asked to select the meanings, both groups experienced semantic interference between the two meanings. This semantic interference hindered the children with ASD's sentence representation to a greater degree than their peers. Individual differences in age/development, word recognition, vocabulary breadth (i.e., number of words in the lexicon), and vocabulary depth (i.e., knowledge of the homonym meanings) contributed to sentence comprehension in both children with ASD and their peers. Together, this evidence supports a multi-component view, and that helping children with ASD develop vocabulary depth may have cascading effects on their reading comprehension. Autism Res 2017, 10: 2002–2022. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Lay Summary Like their peers, children with ASD were able to integrate context, or link words while reading sentences with ambiguous words (words with two meanings). After reading the sentences, both groups found it hard to pick the correct meaning of the ambiguous sentence and this decision was more difficult for the participants with ASD. Older children, children with better word reading abilities, and children with higher vocabularies were better at understanding ambiguous sentences. Helping children with ASD to develop richer vocabularies could be important for improving their reading comprehension. En ligne : http://dx.doi.org/10.1002/aur.1850 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=323 Are Individuals with Autism and Asperger's Syndrome Susceptible to Visual Illusions ? / Danielle ROPAR in Journal of Child Psychology and Psychiatry, 40-8 (November 1999)
PermalinkChildren with autism spectrum disorder spontaneously use scene knowledge to modulate visual object processing / Lien VAN EYLEN in Research in Autism Spectrum Disorders, 7-7 (July 2013)
PermalinkEvidence for a Cultural Influence on Field-Independence in Autism Spectrum Disorder / Hwan CUI KOH in Journal of Autism and Developmental Disorders, 42-2 (February 2012)
PermalinkExploring 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)
PermalinkSpecificity of Phonological Representations for Children with Autism Spectrum Disorder / R. POMPER in Journal of Autism and Developmental Disorders, 49-8 (August 2019)
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