17 recherche sur le mot-clé 'eye movement'

Attentional disengagement differences in young children with autism: A comparative eye-movement study using static and dynamic stimuli / Valerie BENSON in Research in Autism, 127 (September 2025)  

Public ISBD [article]  inResearch in Autism > 127 (September 2025) . - p.202686 Titre : Attentional disengagement differences in young children with autism: A comparative eye-movement study using static and dynamic stimuli Type de document : texte imprimé Auteurs : Valerie BENSON, Auteur Article en page(s) : p.202686 Langues : Anglais (eng) Mots-clés : Autism  Attentional disengagement  Gap-overlap paradigm  Eye movement Index. décimale : PER Périodiques En ligne : https://doi.org/10.1016/j.reia.2025.202686 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=568 [article] Attentional disengagement differences in young children with autism: A comparative eye-movement study using static and dynamic stimuli [texte imprimé] / Valerie BENSON, Auteur . - p.202686. Langues : Anglais (eng) in Research in Autism > 127 (September 2025) . - p.202686 Mots-clés : Autism  Attentional disengagement  Gap-overlap paradigm  Eye movement Index. décimale : PER Périodiques En ligne : https://doi.org/10.1016/j.reia.2025.202686 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=568

Strategies of readers with autism when responding to inferential questions: An eye-movement study / Martina MICAI in Autism Research, 10-5 (May 2017)  

Public ISBD [article]  inAutism Research > 10-5 (May 2017) . - p.888-900 Titre : Strategies of readers with autism when responding to inferential questions: An eye-movement study Type de document : texte imprimé Auteurs : Martina MICAI, Auteur ; Holly JOSEPH, Auteur ; Mila VULCHANOVA, Auteur ; David SALDANA, Auteur Article en page(s) : p.888-900 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  inference  reading  language  eye movement Index. décimale : PER Périodiques Résumé : Previous research suggests that individuals with autism spectrum disorder (ASD) have difficulties with inference generation in reading tasks. However, most previous studies have examined how well children understand a text after reading or have measured on-line reading behavior without response to questions. The aim of this study was to investigate the online strategies of children and adolescents with autism during reading and at the same time responding to a question by monitoring their eye movements. The reading behavior of participants with ASD was compared with that of age-, language-, nonverbal intelligence-, reading-, and receptive language skills-matched participants without ASD (control group). The results showed that the ASD group were as accurate as the control group in generating inferences when answering questions about the short texts, and no differences were found between the two groups in the global paragraph reading and responding times. However, the ASD group displayed longer gaze latencies on a target word necessary to produce an inference. They also showed more regressions into the word that supported the inference compared to the control group after reading the question, irrespective of whether an inference was required or not. In conclusion, the ASD group achieved an equivalent level of inferential comprehension, but showed subtle differences in reading comprehension strategies compared to the control group. En ligne : http://dx.doi.org/10.1002/aur.1731 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307 [article] Strategies of readers with autism when responding to inferential questions: An eye-movement study [texte imprimé] / Martina MICAI, Auteur ; Holly JOSEPH, Auteur ; Mila VULCHANOVA, Auteur ; David SALDANA, Auteur . - p.888-900. Langues : Anglais (eng) in Autism Research > 10-5 (May 2017) . - p.888-900 Mots-clés : autism spectrum disorder  inference  reading  language  eye movement Index. décimale : PER Périodiques Résumé : Previous research suggests that individuals with autism spectrum disorder (ASD) have difficulties with inference generation in reading tasks. However, most previous studies have examined how well children understand a text after reading or have measured on-line reading behavior without response to questions. The aim of this study was to investigate the online strategies of children and adolescents with autism during reading and at the same time responding to a question by monitoring their eye movements. The reading behavior of participants with ASD was compared with that of age-, language-, nonverbal intelligence-, reading-, and receptive language skills-matched participants without ASD (control group). The results showed that the ASD group were as accurate as the control group in generating inferences when answering questions about the short texts, and no differences were found between the two groups in the global paragraph reading and responding times. However, the ASD group displayed longer gaze latencies on a target word necessary to produce an inference. They also showed more regressions into the word that supported the inference compared to the control group after reading the question, irrespective of whether an inference was required or not. In conclusion, the ASD group achieved an equivalent level of inferential comprehension, but showed subtle differences in reading comprehension strategies compared to the control group. En ligne : http://dx.doi.org/10.1002/aur.1731 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=307

Eye-Tracking Reveals Absent Repetition Learning Across the Autism Spectrum: Evidence From a Passive Viewing Task / Sebastian B. GAIGG in Autism Research, 13-11 (November 2020)  

Public ISBD [article]  inAutism Research > 13-11 (November 2020) . - p.1929-1946 Titre : Eye-Tracking Reveals Absent Repetition Learning Across the Autism Spectrum: Evidence From a Passive Viewing Task Type de document : texte imprimé Auteurs : Sebastian B. GAIGG, Auteur ; Marie K. KRUG, Auteur ; Marjorie SOLOMON, Auteur ; Amanda ROESTORF, Auteur ; Claire DERWENT, Auteur ; Sophie ANNS, Auteur ; Dermot M. BOWLER, Auteur ; Susan M. RIVERA, Auteur ; Christine W. NORDAHL, Auteur ; Emily J.H. JONES, Auteur Article en page(s) : p.1929-1946 Langues : Anglais (eng) Mots-clés : eye movement  language impairment  learning  learning disabilities  memory Index. décimale : PER Périodiques Résumé : In the domain of memory, autism is characterized by difficulties in explicitly remembering the specific order of stimuli, whereas implicit serial order memory appears to be preserved. This pattern is of considerable interest because serial order memory is known to play a critical role in children's language development. Currently, however, few paradigms exist that can effectively probe serial order memory across heterogeneous groups of children, including those who are minimally verbal. We present two experiments, involving 39 adults (20 ASD; 19 TD) and 130 children (86 ASD; 44 TD), that address this issue using an eye-tracking paradigm, which simply required participants to "watch out for a bunny" that appeared in repeating sequences of screen locations. The adults in Experiment 1 all had normative IQs, whereas Experiment 2 included children with and without substantial language and intellectual difficulties. In both experiments gaze latencies and anticipatory fixations to the bunny indicated reliable repetition learning effects in the TD but not the ASD groups. Importantly, we were able to acquire reliable data from around half of the children with significant language impairments in Experiment 2, indicating that the paradigm can shed light on important learning processes in this underrepresented group. We discuss the implications of these findings for theories of memory in ASD as well as for the utility of eye-tracking technology to probe repetition learning effects in autism. Autism Res 2020, 13: 1929-1946. © 2020 The Authors. Autism Research published by International Society for Autism Research and Wiley Periodicals LLC. LAY SUMMARY: Remembering the specific order of stimuli plays an important role in language development and is thought to be a source of difficulty for autistic individuals. Research in this area, however, rarely includes autistic participants who are minimally verbal. Here we develop an eye-tracking paradigm that demonstrates serial order learning difficulties across the autism spectrum. We discuss the implications of these findings for our understanding of the role of memory difficulties in the varied language profiles across the autism spectrum. En ligne : http://dx.doi.org/10.1002/aur.2368 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433 [article] Eye-Tracking Reveals Absent Repetition Learning Across the Autism Spectrum: Evidence From a Passive Viewing Task [texte imprimé] / Sebastian B. GAIGG, Auteur ; Marie K. KRUG, Auteur ; Marjorie SOLOMON, Auteur ; Amanda ROESTORF, Auteur ; Claire DERWENT, Auteur ; Sophie ANNS, Auteur ; Dermot M. BOWLER, Auteur ; Susan M. RIVERA, Auteur ; Christine W. NORDAHL, Auteur ; Emily J.H. JONES, Auteur . - p.1929-1946. Langues : Anglais (eng) in Autism Research > 13-11 (November 2020) . - p.1929-1946 Mots-clés : eye movement  language impairment  learning  learning disabilities  memory Index. décimale : PER Périodiques Résumé : In the domain of memory, autism is characterized by difficulties in explicitly remembering the specific order of stimuli, whereas implicit serial order memory appears to be preserved. This pattern is of considerable interest because serial order memory is known to play a critical role in children's language development. Currently, however, few paradigms exist that can effectively probe serial order memory across heterogeneous groups of children, including those who are minimally verbal. We present two experiments, involving 39 adults (20 ASD; 19 TD) and 130 children (86 ASD; 44 TD), that address this issue using an eye-tracking paradigm, which simply required participants to "watch out for a bunny" that appeared in repeating sequences of screen locations. The adults in Experiment 1 all had normative IQs, whereas Experiment 2 included children with and without substantial language and intellectual difficulties. In both experiments gaze latencies and anticipatory fixations to the bunny indicated reliable repetition learning effects in the TD but not the ASD groups. Importantly, we were able to acquire reliable data from around half of the children with significant language impairments in Experiment 2, indicating that the paradigm can shed light on important learning processes in this underrepresented group. We discuss the implications of these findings for theories of memory in ASD as well as for the utility of eye-tracking technology to probe repetition learning effects in autism. Autism Res 2020, 13: 1929-1946. © 2020 The Authors. Autism Research published by International Society for Autism Research and Wiley Periodicals LLC. LAY SUMMARY: Remembering the specific order of stimuli plays an important role in language development and is thought to be a source of difficulty for autistic individuals. Research in this area, however, rarely includes autistic participants who are minimally verbal. Here we develop an eye-tracking paradigm that demonstrates serial order learning difficulties across the autism spectrum. We discuss the implications of these findings for our understanding of the role of memory difficulties in the varied language profiles across the autism spectrum. En ligne : http://dx.doi.org/10.1002/aur.2368 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433

Promoting social attention in 3-year-olds with ASD through gaze-contingent eye tracking / Quan WANG in Autism Research, 13-1 (January 2020)  

Public ISBD [article]  inAutism Research > 13-1 (January 2020) . - p.61-73 Titre : Promoting social attention in 3-year-olds with ASD through gaze-contingent eye tracking Type de document : texte imprimé Auteurs : Quan WANG, Auteur ; Carla A. WALL, Auteur ; Erin C. BARNEY, Auteur ; Jessica BRADSHAW, Auteur ; Suzanne L. MACARI, Auteur ; Katarzyna CHAWARSKA, Auteur ; Frederick SHIC, Auteur Article en page(s) : p.61-73 Langues : Anglais (eng) Mots-clés : attention  children  data-driven techniques  developmental psychology  eye movement  intervention early  visual Index. décimale : PER Périodiques Résumé : Young children with autism spectrum disorder (ASD) look less toward faces compared to their non-ASD peers, limiting access to social learning. Currently, no technologies directly target these core social attention difficulties. This study examines the feasibility of automated gaze modification training for improving attention to faces in 3-year-olds with ASD. Using free-viewing data from typically developing (TD) controls (n = 41), we implemented gaze-contingent adaptive cueing to redirect children with ASD toward normative looking patterns during viewing of videos of an actress. Children with ASD were randomly assigned to either (a) an adaptive Cue condition (Cue, n = 16) or (b) a No-Cue condition (No-Cue, n = 19). Performance was examined at baseline, during training, and post-training, and contrasted with TD controls (n = 23). Proportion of time looking at the screen (%Screen) and at actresses' faces (%Face) was analyzed. At Pre-Training, Cue and No-Cue groups did not differ in %Face (P > 0.1). At Post-Training, the Cue group had higher %Face than the No-Cue group (P = 0.015). In the No-Cue group %Face decreased Pre- to Post-Training; no decline was observed in the Cue group. These results suggest gaze-contingent training effectively mitigated decreases of attention toward the face of onscreen social characters in ASD. Additionally, larger training effects were observed in children with lower nonverbal ability, suggesting a gaze-contingent approach may be particularly relevant for children with greater cognitive impairment. This work represents development toward new social attention therapeutic systems that could augment current behavioral interventions. Autism Res 2020, 13: 61-73. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: In this study, we leverage a new technology that combines eye tracking and automatic computer programs to help very young children with ASD look at social information in a more prototypical way. In a randomized controlled trial, we show that the use of this technology prevents the diminishing attention toward social information normally seen in children with ASD over the course of a single experimental session. This work represents development toward new social attention therapeutic systems that could augment current behavioral interventions. En ligne : http://dx.doi.org/10.1002/aur.2199 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415 [article] Promoting social attention in 3-year-olds with ASD through gaze-contingent eye tracking [texte imprimé] / Quan WANG, Auteur ; Carla A. WALL, Auteur ; Erin C. BARNEY, Auteur ; Jessica BRADSHAW, Auteur ; Suzanne L. MACARI, Auteur ; Katarzyna CHAWARSKA, Auteur ; Frederick SHIC, Auteur . - p.61-73. Langues : Anglais (eng) in Autism Research > 13-1 (January 2020) . - p.61-73 Mots-clés : attention  children  data-driven techniques  developmental psychology  eye movement  intervention early  visual Index. décimale : PER Périodiques Résumé : Young children with autism spectrum disorder (ASD) look less toward faces compared to their non-ASD peers, limiting access to social learning. Currently, no technologies directly target these core social attention difficulties. This study examines the feasibility of automated gaze modification training for improving attention to faces in 3-year-olds with ASD. Using free-viewing data from typically developing (TD) controls (n = 41), we implemented gaze-contingent adaptive cueing to redirect children with ASD toward normative looking patterns during viewing of videos of an actress. Children with ASD were randomly assigned to either (a) an adaptive Cue condition (Cue, n = 16) or (b) a No-Cue condition (No-Cue, n = 19). Performance was examined at baseline, during training, and post-training, and contrasted with TD controls (n = 23). Proportion of time looking at the screen (%Screen) and at actresses' faces (%Face) was analyzed. At Pre-Training, Cue and No-Cue groups did not differ in %Face (P > 0.1). At Post-Training, the Cue group had higher %Face than the No-Cue group (P = 0.015). In the No-Cue group %Face decreased Pre- to Post-Training; no decline was observed in the Cue group. These results suggest gaze-contingent training effectively mitigated decreases of attention toward the face of onscreen social characters in ASD. Additionally, larger training effects were observed in children with lower nonverbal ability, suggesting a gaze-contingent approach may be particularly relevant for children with greater cognitive impairment. This work represents development toward new social attention therapeutic systems that could augment current behavioral interventions. Autism Res 2020, 13: 61-73. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: In this study, we leverage a new technology that combines eye tracking and automatic computer programs to help very young children with ASD look at social information in a more prototypical way. In a randomized controlled trial, we show that the use of this technology prevents the diminishing attention toward social information normally seen in children with ASD over the course of a single experimental session. This work represents development toward new social attention therapeutic systems that could augment current behavioral interventions. En ligne : http://dx.doi.org/10.1002/aur.2199 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415

Reading Goals and Executive Function in Autism: An Eye-Tracking Study / Martina MICAI in Autism Research, 14-5 (May 2021)  

Public ISBD [article]  inAutism Research > 14-5 (May 2021) . - p.1007-1024 Titre : Reading Goals and Executive Function in Autism: An Eye-Tracking Study Type de document : texte imprimé Auteurs : Martina MICAI, Auteur ; Mila VULCHANOVA, Auteur ; David SALDANA, Auteur Article en page(s) : p.1007-1024 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  executive functioning  eye movement  reading comprehension Index. décimale : PER Périodiques Résumé : The sources of reading comprehension difficulties in people with autism spectrum disorder (ASD) are still open to discussion. We explored their ability to adapt reading strategies to different reading goals using eye-tracking technology. A group of participants with ASD, and intelligence-, receptive oral language- and reading skills-matched control peers, read three stories under three different reading goals conditions: read for entertainment; read for study; and read fast and search information for a previously presented question. Each text required participants to answer comprehension questions. The ASD group was less accurate in question answering. The control group was faster in reading questions, displayed more fixations on the text, and reported to be more confident in question answering during reading for study compared to reading for entertainment. These differences between reading goals were not observed in the ASD group. The control group adopted and was aware of using different reading strategies according to different reading goals. In contrast, the ASD group did not change their reading behavior and strategies between entertainment and study reading goal condition, showing less of a tendency to adopt deep-level processing strategies when necessary. Planning, as measured by Tower of Hanoi, was the only executive task that predicted individual differences in text reading time across conditions. Participants with better planning ability were also able to adapt their reading behavior to different reading instructions. Difficulties in adjusting the reading behavior according to the task, evaluating own performance and planning may be partly involved in reading comprehension problems in ASD. LAY ABSTRACT: The control group read questions faster, reported to be more confident in question answering during reading for study compared to reading for entertainment, and were aware of using different reading strategies according to different reading goals. In contrast, the autistic group did not change their reading behavior and strategies according to the reading goal. Difficulties in adjusting the reading behavior according to the task, in evaluating own performance and in planning may be partly involved in reading comprehension problems in autism. Autism Res 2021, 14: 1007-1024. © 2020 International Society for Autism Research, Wiley Periodicals, LLC. En ligne : http://dx.doi.org/10.1002/aur.2447 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Reading Goals and Executive Function in Autism: An Eye-Tracking Study [texte imprimé] / Martina MICAI, Auteur ; Mila VULCHANOVA, Auteur ; David SALDANA, Auteur . - p.1007-1024. Langues : Anglais (eng) in Autism Research > 14-5 (May 2021) . - p.1007-1024 Mots-clés : autism spectrum disorder  executive functioning  eye movement  reading comprehension Index. décimale : PER Périodiques Résumé : The sources of reading comprehension difficulties in people with autism spectrum disorder (ASD) are still open to discussion. We explored their ability to adapt reading strategies to different reading goals using eye-tracking technology. A group of participants with ASD, and intelligence-, receptive oral language- and reading skills-matched control peers, read three stories under three different reading goals conditions: read for entertainment; read for study; and read fast and search information for a previously presented question. Each text required participants to answer comprehension questions. The ASD group was less accurate in question answering. The control group was faster in reading questions, displayed more fixations on the text, and reported to be more confident in question answering during reading for study compared to reading for entertainment. These differences between reading goals were not observed in the ASD group. The control group adopted and was aware of using different reading strategies according to different reading goals. In contrast, the ASD group did not change their reading behavior and strategies between entertainment and study reading goal condition, showing less of a tendency to adopt deep-level processing strategies when necessary. Planning, as measured by Tower of Hanoi, was the only executive task that predicted individual differences in text reading time across conditions. Participants with better planning ability were also able to adapt their reading behavior to different reading instructions. Difficulties in adjusting the reading behavior according to the task, evaluating own performance and planning may be partly involved in reading comprehension problems in ASD. LAY ABSTRACT: The control group read questions faster, reported to be more confident in question answering during reading for study compared to reading for entertainment, and were aware of using different reading strategies according to different reading goals. In contrast, the autistic group did not change their reading behavior and strategies according to the reading goal. Difficulties in adjusting the reading behavior according to the task, in evaluating own performance and in planning may be partly involved in reading comprehension problems in autism. Autism Res 2021, 14: 1007-1024. © 2020 International Society for Autism Research, Wiley Periodicals, LLC. En ligne : http://dx.doi.org/10.1002/aur.2447 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

Heterogeneity of Visual Preferences for Biological and Repetitive Movements in Children With Autism Spectrum Disorder / Tianbi LI in Autism Research, 14-1 (January 2021)  

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Links between looking and speaking in autism and first-degree relatives: insights into the expression of genetic liability to autism / Kritika NAYAR in Molecular Autism, 9 (2018)  

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Brief social attention bias modification for children with autism spectrum disorder / Gail A. ALVARES in Autism Research, 12-3 (March 2019)  

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Callous–unemotional traits affect adolescents' perception of collaboration / Christine FAWCETT in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)  

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Children with Autism Spectrum Disorder Prefer Looking at Repetitive Movements in a Preferential Looking Paradigm / Quan WANG in Journal of Autism and Developmental Disorders, 48-8 (August 2018)  

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