In addition to deficits in social communication, individuals diagnosed with Autism Spectrum Disorder (ASD) frequently exhibit changes in sensory and multisensory function. Recent evidence has focused on changes in audiovisual temporal processing, and has sought to relate these sensory-based changes to weaknesses in social communication. These changes in audiovisual temporal function manifest as differences in the temporal epoch or "window" within which paired auditory and visual stimuli are integrated or bound, with those with ASD exhibiting expanded audiovisual temporal binding windows (TBWs). However, it is unknown whether this impairment is unique to audiovisual pairings, perhaps because of their relevance for speech processing, or whether it generalizes across pairings in different sensory modalities. In addition to the exteroceptive senses, there has been growing interest in ASD research in interoception (e.g., the monitoring of respiration, heartbeat, hunger, etc.), as these internally directed sensory processes appear to be altered as well in autism. In the current study, we sought to examine both exteroception and interoception in individuals with ASD and a group of typically developing (TD) matched controls, with an emphasis on temporal perception of audiovisual (exteroceptive) and cardiovisual (interoceptive to exteroceptive) cues. Results replicate prior findings showing expanded audiovisual TBWs in ASD in comparison to TD. In addition, strikingly, cardiovisual TBWs were fourfold larger in ASD than in TD, suggesting a putative complete lack of cardiovisual temporal acuity in ASD individuals. Results are discussed in light of recent evidence indicating a reduced tendency to rely on sensory priors in ASD. Autism Res 2018, 11: 194-205. Lay Summary: Studies have shown that individuals with autism have difficulty in separating auditory and visual events in time. People with autism also weight sensory evidence originating from the external world and from their body differently. We measured simultaneity judgments regarding visual and auditory events and between visual and heartbeat events. Results suggest that while individuals with autism show unusual temporal function across the senses in a general manner, this deficit is greater when pairings bridged between the external world and the internal body.
We describe functional and structural data acquired using a 3T scanner in a sample of 132 typically developing children, who were scanned when they were approximately 11 years old (i.e. Time 1). Sixty-three of them were scanned again approximately 2 years later (i.e. Time 2). Children performed four tasks inside the scanner: two arithmetic tasks and two localizer tasks. The arithmetic tasks were a single-digit multiplication and a single-digit subtraction task. The localizer tasks, a written rhyming judgment task and a numerosity judgment task, were used to independently identify verbal and quantity brain areas, respectively. Additionally, we provide data on behavioral performance on the tasks inside the scanner, participants’ scores on standardized tests, including reading and math skill, and a developmental history questionnaire completed by parents. This dataset could be useful to answer questions regarding the neural bases of the development of math in children and its relation to individual differences in skill. The data, entitled “ Brain Correlates of Math Development ”, are freely available from OpenNeuro ( https://openneuro.org ).
Measurement of social processes is of interest across areas of research. Event‐related potentials (ERPs) measured using electroencephalography (EEG) offer high temporal resolution, but little work has leveraged this strength to characterize the time course of social feedback processing. The present study aimed to replicate and extend previous research by systematically identifying the temporal dynamics of responses to both social acceptance and rejection feedback relative to neutral feedback, examining internal consistency of ERPs, and exploring correspondence with behavioral measures elicited during a peer interaction task. Emerging adults (N = 118) completed a computerized peer interaction task in which they made decisions to accept or reject peers and received rejection, acceptance, and neutral feedback while EEG data were recorded. Principal component analysis was used to derive temporally and spatially distinct ERP components sensitive to positive and negative social feedback. Participant voting patterns and post‐task liking ratings for computer‐controlled peers were also examined. Replicating prior work, components consistent with N1, P2, reward positivity (RewP), and P3 emerged, but distinct patterns of modulation by acceptance and rejection relative to neutral feedback were observed. Most components showed acceptable internal consistency. Sensitivity to peer feedback assessed through participant voting patterns and liking ratings for peers was correlated with RewP and P3 components. Results highlight the complexity of social feedback processing observable in a computerized peer interaction task and offer promising neural and behavioral measures that can be used to examine individual differences in sensitivity to both social acceptance and rejection feedback.
Here we describe the open access dataset entitled “Longitudinal Brain Correlates of Multisensory Lexical Processing in Children” hosted on OpenNeuro.org. This dataset examines reading development through a longitudinal multimodal neuroimaging and behavioral approach, including diffusion-weighted and T1-weighted structural magnetic resonance imaging (MRI), task based functional MRI, and a battery of psycho-educational assessments and parental questionnaires. Neuroimaging, psycho-educational testing, and functional task behavioral data were collected from 188 typically developing children when they were approximately 10.5 years old (session T1). Seventy children returned approximately 2.5 years later (session T2), of which all completed longitudinal follow-ups of psycho-educational testing, and 49 completed neuroimaging and functional tasks. At session T1 participants completed auditory, visual, and audio-visual word and pseudo-word rhyming judgment tasks in the scanner. At session T2 participants completed visual word and pseudo-word rhyming judgement tasks in the scanner.
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