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43 recherche sur le mot-clé 'social attention'
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Social attention and autism in early childhood: Evidence on behavioral markers based on visual scanning of emotional faces with eye-tracking methodology / Julia VACAS in Research in Autism Spectrum Disorders, 93 (May 2022)
[article]
Titre : Social attention and autism in early childhood: Evidence on behavioral markers based on visual scanning of emotional faces with eye-tracking methodology Type de document : Texte imprimé et/ou numérique Auteurs : Julia VACAS, Auteur ; Adoración ANTOLI, Auteur ; Araceli SÁNCHEZ-RAYA, Auteur ; Carolina PÉREZ-DUEÑAS, Auteur ; Fátima CUADRADO, Auteur Article en page(s) : 101930 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorders Social attention Behavioral markers Emotions Eye-tracking Early intervention Index. décimale : PER Périodiques Résumé : Background Children with autism spectrum disorders (ASD) demonstrate distinctive scanning of faces, which has been suggested as an obstacle to social expertise, hindering their lifelong social relationships. Method This study aimed at comparing social attention in young children with and without ASD (N = 34). We designed two eye-tracking paired preference tasks to assess the effects of emotional expression and the actor?s gender (Experiment 1) and actor?s age (Experiment 2) on the visual scanning pattern of faces in both groups. Results Data analysis yielded three behavioral markers in the ASD group: (1) late orientation to angry faces, (2) late orientation to child faces, and (3) superficial facial processing (shorter visits). Conclusions Clinical and research implications are discussed regarding potential markers that could contribute to early diagnosis and intervention. En ligne : https://doi.org/10.1016/j.rasd.2022.101930 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475
in Research in Autism Spectrum Disorders > 93 (May 2022) . - 101930[article] Social attention and autism in early childhood: Evidence on behavioral markers based on visual scanning of emotional faces with eye-tracking methodology [Texte imprimé et/ou numérique] / Julia VACAS, Auteur ; Adoración ANTOLI, Auteur ; Araceli SÁNCHEZ-RAYA, Auteur ; Carolina PÉREZ-DUEÑAS, Auteur ; Fátima CUADRADO, Auteur . - 101930.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 93 (May 2022) . - 101930
Mots-clés : Autism Spectrum Disorders Social attention Behavioral markers Emotions Eye-tracking Early intervention Index. décimale : PER Périodiques Résumé : Background Children with autism spectrum disorders (ASD) demonstrate distinctive scanning of faces, which has been suggested as an obstacle to social expertise, hindering their lifelong social relationships. Method This study aimed at comparing social attention in young children with and without ASD (N = 34). We designed two eye-tracking paired preference tasks to assess the effects of emotional expression and the actor?s gender (Experiment 1) and actor?s age (Experiment 2) on the visual scanning pattern of faces in both groups. Results Data analysis yielded three behavioral markers in the ASD group: (1) late orientation to angry faces, (2) late orientation to child faces, and (3) superficial facial processing (shorter visits). Conclusions Clinical and research implications are discussed regarding potential markers that could contribute to early diagnosis and intervention. En ligne : https://doi.org/10.1016/j.rasd.2022.101930 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=475 Social attention as a cross-cultural transdiagnostic neurodevelopmental risk marker / T. W. FRAZIER in Autism Research, 14-9 (September 2021)
[article]
Titre : Social attention as a cross-cultural transdiagnostic neurodevelopmental risk marker Type de document : Texte imprimé et/ou numérique Auteurs : T. W. FRAZIER, Auteur ; M. ULJAREVIC, Auteur ; I. GHAZAL, Auteur ; E. W. KLINGEMIER, Auteur ; J. LANGFUS, Auteur ; Eric A. YOUNGSTROM, Auteur ; Mohammed ALDOSARI, Auteur ; H. AL-SHAMMARI, Auteur ; S. EL-HAG, Auteur ; M. TOLEFAT, Auteur ; M. ALI, Auteur ; F. A. AL-SHABAN, Auteur Article en page(s) : p.1873-1885 Langues : Anglais (eng) Mots-clés : Adolescent Attention Autism Spectrum Disorder Child Child, Preschool Cross-Cultural Comparison Female Goals Humans Infant Male Mass Screening autism cross-cultural developmental disability risk marker social attention validation Index. décimale : PER Périodiques Résumé : The primary objectives of this study were to evaluate the structure and age-related stability of social attention in English and Arabic-speaking youth and to compare social attention between children with autism spectrum disorder (ASD), other developmental disabilities (DD), and typically-developing controls. Eye-tracking data were collected from US (N = 270) and Qatari (N = 242) youth ages 1-17, including children evaluated for possible ASD. Participants viewed 44 stimuli from seven social paradigms. Fixation was computed for areas of interest within each stimulus. Latent variable models examined the structure of social attention. Generalized estimating equation models examined the effect of age, sex, culture, and diagnostic group on social attention. The best-fitting model included a general social attention factor and six specific factors. Cultural differences in social attention were minimal and social attention was stable across age (r = 0.03), but females showed significantly greater social attention than males (d = 0.28). Social attention was weaker in DD (d = -0.17) and lowest in ASD (d = -0.38) relative to controls. Differences were of sufficient magnitude across areas-of-interest to reliably differentiate DD from controls (AUC = 0.80) and ASD-only from all other cases (AUC = 0.76). A social attention dimension that represents an early-life preference for socially salient information was identified. This preference was cross-culturally consistent and stable across development but stronger in females and weaker in DD, especially ASD. Given rapid and easy-to-collect remote eye tracking administration, social attention measurement may be useful for developmental monitoring. Acquisition of population norms, analogous to height/weight/head circumference, might enhance early screening and tracking of neurodevelopment. LAY SUMMARY: This research found that social attention is a single dimension of behavior that represents a strong preference for social stimuli, is consistent across cultures, stable across age, and stronger in females. Children with developmental disabilities had lower levels of social attention than neurotypical children and children with autism spectrum disorder had the lowest levels of social attention. En ligne : http://dx.doi.org/10.1002/aur.2532 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449
in Autism Research > 14-9 (September 2021) . - p.1873-1885[article] Social attention as a cross-cultural transdiagnostic neurodevelopmental risk marker [Texte imprimé et/ou numérique] / T. W. FRAZIER, Auteur ; M. ULJAREVIC, Auteur ; I. GHAZAL, Auteur ; E. W. KLINGEMIER, Auteur ; J. LANGFUS, Auteur ; Eric A. YOUNGSTROM, Auteur ; Mohammed ALDOSARI, Auteur ; H. AL-SHAMMARI, Auteur ; S. EL-HAG, Auteur ; M. TOLEFAT, Auteur ; M. ALI, Auteur ; F. A. AL-SHABAN, Auteur . - p.1873-1885.
Langues : Anglais (eng)
in Autism Research > 14-9 (September 2021) . - p.1873-1885
Mots-clés : Adolescent Attention Autism Spectrum Disorder Child Child, Preschool Cross-Cultural Comparison Female Goals Humans Infant Male Mass Screening autism cross-cultural developmental disability risk marker social attention validation Index. décimale : PER Périodiques Résumé : The primary objectives of this study were to evaluate the structure and age-related stability of social attention in English and Arabic-speaking youth and to compare social attention between children with autism spectrum disorder (ASD), other developmental disabilities (DD), and typically-developing controls. Eye-tracking data were collected from US (N = 270) and Qatari (N = 242) youth ages 1-17, including children evaluated for possible ASD. Participants viewed 44 stimuli from seven social paradigms. Fixation was computed for areas of interest within each stimulus. Latent variable models examined the structure of social attention. Generalized estimating equation models examined the effect of age, sex, culture, and diagnostic group on social attention. The best-fitting model included a general social attention factor and six specific factors. Cultural differences in social attention were minimal and social attention was stable across age (r = 0.03), but females showed significantly greater social attention than males (d = 0.28). Social attention was weaker in DD (d = -0.17) and lowest in ASD (d = -0.38) relative to controls. Differences were of sufficient magnitude across areas-of-interest to reliably differentiate DD from controls (AUC = 0.80) and ASD-only from all other cases (AUC = 0.76). A social attention dimension that represents an early-life preference for socially salient information was identified. This preference was cross-culturally consistent and stable across development but stronger in females and weaker in DD, especially ASD. Given rapid and easy-to-collect remote eye tracking administration, social attention measurement may be useful for developmental monitoring. Acquisition of population norms, analogous to height/weight/head circumference, might enhance early screening and tracking of neurodevelopment. LAY SUMMARY: This research found that social attention is a single dimension of behavior that represents a strong preference for social stimuli, is consistent across cultures, stable across age, and stronger in females. Children with developmental disabilities had lower levels of social attention than neurotypical children and children with autism spectrum disorder had the lowest levels of social attention. En ligne : http://dx.doi.org/10.1002/aur.2532 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 Social Attention in a Virtual Public Speaking Task in Higher Functioning Children With Autism / William JARROLD in Autism Research, 6-5 (October 2013)
[article]
Titre : Social Attention in a Virtual Public Speaking Task in Higher Functioning Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : William JARROLD, Auteur ; Peter C. MUNDY, Auteur ; Mary GWALTNEY, Auteur ; Jeremy BAILENSON, Auteur ; Naomi HATT, Auteur ; Nancy MCINTYRE, Auteur ; Kwanguk KIM, Auteur ; Marjorie SOLOMON, Auteur ; Stephanie NOVOTNY, Auteur ; Lindsay SWAIN, Auteur Article en page(s) : p.393-410 Langues : Anglais (eng) Mots-clés : cognition and learning school-aged development social attention individual differences Index. décimale : PER Périodiques Résumé : Impairments in social attention play a major role in autism, but little is known about their role in development after preschool. In this study, a public speaking task was used to study social attention, its moderators, and its association with classroom learning in elementary and secondary students with higher functioning autism spectrum disorder (HFASD). Thirty-seven students with HFASD and 54 age- and intelligence quotient (IQ)-matched peers without symptoms of ASD were assessed in a virtual classroom public speaking paradigm. This paradigm assessed the ability to attend to nine avatar peers seated at a table, while simultaneously answering self-referenced questions. Students with HFASD looked less frequently to avatar peers in the classroom while talking. However, social attention was moderated in the HFASD sample such that students with lower IQ, and/or more symptoms of social anxiety, and/or more attention deficit/hyperactivity disorder inattentive symptoms, displayed more atypical social attention. Group differences were more pronounced when the classroom contained social avatars versus nonsocial targets. Moreover, measures of social attention rather than nonsocial attention were significantly associated with parent report and objective measures of learning in the classroom. The data in this study support the hypothesis of the Social Attention Model of ASD that social attention disturbance remains part of the school-aged phenotype of autism that is related to syndrome-specific problems in social learning. More research of this kind would likely contribute to advances in the understanding of the development of the spectrum of autism and educational intervention approaches for affected school-aged children. En ligne : http://dx.doi.org/10.1002/aur.1302 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218
in Autism Research > 6-5 (October 2013) . - p.393-410[article] Social Attention in a Virtual Public Speaking Task in Higher Functioning Children With Autism [Texte imprimé et/ou numérique] / William JARROLD, Auteur ; Peter C. MUNDY, Auteur ; Mary GWALTNEY, Auteur ; Jeremy BAILENSON, Auteur ; Naomi HATT, Auteur ; Nancy MCINTYRE, Auteur ; Kwanguk KIM, Auteur ; Marjorie SOLOMON, Auteur ; Stephanie NOVOTNY, Auteur ; Lindsay SWAIN, Auteur . - p.393-410.
Langues : Anglais (eng)
in Autism Research > 6-5 (October 2013) . - p.393-410
Mots-clés : cognition and learning school-aged development social attention individual differences Index. décimale : PER Périodiques Résumé : Impairments in social attention play a major role in autism, but little is known about their role in development after preschool. In this study, a public speaking task was used to study social attention, its moderators, and its association with classroom learning in elementary and secondary students with higher functioning autism spectrum disorder (HFASD). Thirty-seven students with HFASD and 54 age- and intelligence quotient (IQ)-matched peers without symptoms of ASD were assessed in a virtual classroom public speaking paradigm. This paradigm assessed the ability to attend to nine avatar peers seated at a table, while simultaneously answering self-referenced questions. Students with HFASD looked less frequently to avatar peers in the classroom while talking. However, social attention was moderated in the HFASD sample such that students with lower IQ, and/or more symptoms of social anxiety, and/or more attention deficit/hyperactivity disorder inattentive symptoms, displayed more atypical social attention. Group differences were more pronounced when the classroom contained social avatars versus nonsocial targets. Moreover, measures of social attention rather than nonsocial attention were significantly associated with parent report and objective measures of learning in the classroom. The data in this study support the hypothesis of the Social Attention Model of ASD that social attention disturbance remains part of the school-aged phenotype of autism that is related to syndrome-specific problems in social learning. More research of this kind would likely contribute to advances in the understanding of the development of the spectrum of autism and educational intervention approaches for affected school-aged children. En ligne : http://dx.doi.org/10.1002/aur.1302 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 Social Attention, Joint Attention and Sustained Attention in Autism Spectrum Disorder and Williams Syndrome: Convergences and Divergences / Giacomo VIVANTI in Journal of Autism and Developmental Disorders, 47-6 (June 2017)
[article]
Titre : Social Attention, Joint Attention and Sustained Attention in Autism Spectrum Disorder and Williams Syndrome: Convergences and Divergences Type de document : Texte imprimé et/ou numérique Auteurs : Giacomo VIVANTI, Auteur ; Peter A. J. FANNING, Auteur ; Darren R. HOCKING, Auteur ; Stephanie SIEVERS, Auteur ; Cheryl DISSANAYAKE, Auteur Article en page(s) : p.1866-1877 Langues : Anglais (eng) Mots-clés : Autism Williams syndrome Attention Social attention Joint attention Index. décimale : PER Périodiques Résumé : There is limited knowledge on shared and syndrome-specific attentional profiles in autism spectrum disorder (ASD) and Williams syndrome (WS). Using eye-tracking, we examined attentional profiles of 35 preschoolers with ASD, 22 preschoolers with WS and 20 typically developing children across social and non-social dimensions of attention. Children with ASD and those with WS presented with overlapping deficits in spontaneous visual engagement with the target of others’ attention and in sustained attention. Children with ASD showed syndrome-specific abnormalities in monitoring and following a person’s referential gaze, as well as a lack of preferential attention to social stimuli. Children with ASD and WS present with shared as well as syndrome-specific abnormalities across social and non-social dimensions of attention. En ligne : http://dx.doi.org/10.1007/s10803-017-3106-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308
in Journal of Autism and Developmental Disorders > 47-6 (June 2017) . - p.1866-1877[article] Social Attention, Joint Attention and Sustained Attention in Autism Spectrum Disorder and Williams Syndrome: Convergences and Divergences [Texte imprimé et/ou numérique] / Giacomo VIVANTI, Auteur ; Peter A. J. FANNING, Auteur ; Darren R. HOCKING, Auteur ; Stephanie SIEVERS, Auteur ; Cheryl DISSANAYAKE, Auteur . - p.1866-1877.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-6 (June 2017) . - p.1866-1877
Mots-clés : Autism Williams syndrome Attention Social attention Joint attention Index. décimale : PER Périodiques Résumé : There is limited knowledge on shared and syndrome-specific attentional profiles in autism spectrum disorder (ASD) and Williams syndrome (WS). Using eye-tracking, we examined attentional profiles of 35 preschoolers with ASD, 22 preschoolers with WS and 20 typically developing children across social and non-social dimensions of attention. Children with ASD and those with WS presented with overlapping deficits in spontaneous visual engagement with the target of others’ attention and in sustained attention. Children with ASD showed syndrome-specific abnormalities in monitoring and following a person’s referential gaze, as well as a lack of preferential attention to social stimuli. Children with ASD and WS present with shared as well as syndrome-specific abnormalities across social and non-social dimensions of attention. En ligne : http://dx.doi.org/10.1007/s10803-017-3106-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=308 Social attention patterns of autistic and non-autistic adults when viewing real versus reel people / Beatriz LOPEZ in Autism, 27-8 (November 2023)
[article]
Titre : Social attention patterns of autistic and non-autistic adults when viewing real versus reel people Type de document : Texte imprimé et/ou numérique Auteurs : Beatriz LOPEZ, Auteur ; Nicola Jean GREGORY, Auteur ; Megan FREETH, Auteur Article en page(s) : p.2372-2383 Mots-clés : autism ecological validity eye-tracking social attention Index. décimale : PER Périodiques Résumé : Research consistently shows that autistic adults do not attend to faces as much as non-autistic adults. However, this conclusion is largely based on studies using pre-recorded videos or photographs as stimuli. In studies using real social scenarios, the evidence is not as clear. To explore the extent to which differences in findings relate to differences in the methodologies used across studies, we directly compared social attention of 32 autistic and 33 non-autistic adults when watching exactly the same video. However, half of the participants in each group were told simply to watch the video (Video condition), and the other half were led to believe they were watching a live webcam feed ('Live' condition). The results yielded no significant group differences in the 'Live' condition. However, significant group differences were found in the 'Video' condition. In this condition, non-autistic participants, but not autistic participants, showed a marked social bias towards faces. The findings highlight the importance of studying social attention combining different methods. Specifically, we argue that studies using pre-recorded footage and studies using real people tap into separate components contributing to social attention. One that is an innate, automatic component and one that is modulated by social norms.Lay AbstractEarly research shows that autistic adults do not attend to faces as much as non-autistic adults. However, some recent studies where autistic people are placed in scenarios with real people reveal that they attend to faces as much as non-autistic people. This study compares attention to faces in two situations. In one, autistic and non-autistic adults watched a pre-recorded video. In the other, they watched what they thought were two people in a room in the same building, via a life webcam, when in fact exactly the same video in two situations. We report the results of 32 autistic adults and 33 non-autistic adults. The results showed that autistic adults do not differ in any way from non-autistic adults when they watched what they believed was people interacting in real time. However, when they thought they were watching a video, non-autistic participants showed higher levels of attention to faces than non-autistic participants. We conclude that attention to social stimuli is the result of a combination of two processes. One innate, which seems to be different in autism, and one that is influenced by social norms, which works in the same way in autistic adults without learning disabilities. The results suggest that social attention is not as different in autism as first thought. Specifically, the study contributes to dispel long-standing deficit models regarding social attention in autism as it points to subtle differences in the use of social norms rather than impairments. En ligne : http://dx.doi.org/10.1177/13623613231162156 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513
in Autism > 27-8 (November 2023) . - p.2372-2383[article] Social attention patterns of autistic and non-autistic adults when viewing real versus reel people [Texte imprimé et/ou numérique] / Beatriz LOPEZ, Auteur ; Nicola Jean GREGORY, Auteur ; Megan FREETH, Auteur . - p.2372-2383.
in Autism > 27-8 (November 2023) . - p.2372-2383
Mots-clés : autism ecological validity eye-tracking social attention Index. décimale : PER Périodiques Résumé : Research consistently shows that autistic adults do not attend to faces as much as non-autistic adults. However, this conclusion is largely based on studies using pre-recorded videos or photographs as stimuli. In studies using real social scenarios, the evidence is not as clear. To explore the extent to which differences in findings relate to differences in the methodologies used across studies, we directly compared social attention of 32 autistic and 33 non-autistic adults when watching exactly the same video. However, half of the participants in each group were told simply to watch the video (Video condition), and the other half were led to believe they were watching a live webcam feed ('Live' condition). The results yielded no significant group differences in the 'Live' condition. However, significant group differences were found in the 'Video' condition. In this condition, non-autistic participants, but not autistic participants, showed a marked social bias towards faces. The findings highlight the importance of studying social attention combining different methods. Specifically, we argue that studies using pre-recorded footage and studies using real people tap into separate components contributing to social attention. One that is an innate, automatic component and one that is modulated by social norms.Lay AbstractEarly research shows that autistic adults do not attend to faces as much as non-autistic adults. However, some recent studies where autistic people are placed in scenarios with real people reveal that they attend to faces as much as non-autistic people. This study compares attention to faces in two situations. In one, autistic and non-autistic adults watched a pre-recorded video. In the other, they watched what they thought were two people in a room in the same building, via a life webcam, when in fact exactly the same video in two situations. We report the results of 32 autistic adults and 33 non-autistic adults. The results showed that autistic adults do not differ in any way from non-autistic adults when they watched what they believed was people interacting in real time. However, when they thought they were watching a video, non-autistic participants showed higher levels of attention to faces than non-autistic participants. We conclude that attention to social stimuli is the result of a combination of two processes. One innate, which seems to be different in autism, and one that is influenced by social norms, which works in the same way in autistic adults without learning disabilities. The results suggest that social attention is not as different in autism as first thought. Specifically, the study contributes to dispel long-standing deficit models regarding social attention in autism as it points to subtle differences in the use of social norms rather than impairments. En ligne : http://dx.doi.org/10.1177/13623613231162156 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 Social attention to activities in children and adults with autism spectrum disorder: effects of context and age / Dzmitry A. KALIUKHOVICH in Molecular Autism, 11 (2020)
PermalinkSocial partner gaze direction and conversational phase; factors affecting social attention during face-to-face conversations in autistic adults? / M. FREETH in Autism, 23-2 (February 2019)
PermalinkAutistic differences in the temporal dynamics of social attention / N. HEDGER in Autism, 25-6 (August 2021)
PermalinkAutistic differences in the temporal dynamics of social attention / Nicholas HEDGER in Autism, 26-6 (August 2022)
PermalinkAutistic Traits Mediate Reductions in Social Attention in Adults with Anorexia Nervosa / J. KERR-GAFFNEY in Journal of Autism and Developmental Disorders, 51-6 (June 2021)
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