1. McCabe KL, Melville JL, Rich D, Strutt PA, Cooper G, Loughland CM, Schall U, Campbell LE. {{Divergent Patterns of Social Cognition Performance in Autism and 22q11.2 Deletion Syndrome (22q11DS)}}. {J Autism Dev Disord}. 2013 Jan 6.
Individuals with developmental disorders frequently report a range of social cognition deficits including difficulties identifying facial displays of emotion. This study examined the specificity of face emotion processing deficits in adolescents with either autism or 22q11DS compared to typically developing (TD) controls. Two tasks (face emotion recognition and weather scene recognition) were used to explore group differences in visual scanpath strategy and concurrent recognition accuracy. For faces, the autism and 22q11DS groups demonstrated lower emotion recognition accuracy and fewer fixations compared to the TD group. Individuals with autism demonstrated fewer fixations to some weather scene stimuli compared to 22q11DS and TD groups, yet achieved a level of recognition accuracy comparable to the TD group. These findings provide evidence for a divergent pattern of social cognition dysfunction in autism and 22q11DS.
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2. McGonigle-Chalmers M, Alderson-Day B, Fleming J, Monsen K. {{Profound Expressive Language Impairment in Low Functioning Children with Autism: An Investigation of Syntactic Awareness Using a Computerised Learning Task}}. {J Autism Dev Disord}. 2013 Jan 6.
Nine low-functioning children with profound expressive language impairment and autism were studied in terms of their responsiveness to a computer-based learning program designed to assess syntactic awareness. The children learned to touch words on a screen in the correct sequence in order to see a corresponding animation, such as ‘monkey flies’. The game progressed in levels from 2 to 4 word sequences, contingent upon success at each stage. Although performance was highly variable across participants, a detailed review of their learning profiles suggested that no child lacked syntactic awareness and that elementary syntactic control in a non-speech domain was superior to that manifest in their spoken language. The reasons for production failures at the level of speech in children with autism are discussed.
