Children with autism spectrum disorder show increased sensitivity to time-based predictability

Kunchulia, Marina; Tatishvili, Tamari; Parkosadze, Khatuna; Lomidze, Nino; Thomaschke, Roland

doi:10.1080/20473869.2018.1564447

Cited by 5 publications

(5 citation statements)

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“…In a similar experiment with contrasting results, Manning, Kilner, Neil, Karaminis, and Pellicano [2017] found no intergroup differences in the process of learning and relearning color/reward associations. Two studies found that groups of ASD children were superior to NT children in learning associations between time interval durations and a binary outcome, as indicated by RT [Kunchulia, Tatishvili, Lomidze, Parkosadze, & Thomaschke, 2017; Kunchulia, Tatishvili, Parkosadze, Lomidze, & Thomaschke, 2020]. This evidence indicates that there is no general behavioral impairment in antecedent/consequence association learning in ASD, but there may be learning differences that depend on the value and salience of the association.…”

Section: Resultsmentioning

confidence: 99%

“…The RTs indicated their readiness for each specific stimulus and/or response, which indicated the extent to which they had predicted that stimulus and/or response. [Barzy et al, 2019; Deschrijver et al, 2016; Kunchulia et al, 2017, 2020; Lawson et al, 2017; Tam et al, 2017; Thillay et al, 2016].…”

Section: Resultsmentioning

confidence: 99%

“…The remaining three found increased modulation of RT by predictability in the ASD group. Kunchulia et al [2017] and [2020] found a greater decrease in RT when the outcome was predictable due to learned interval duration cues. Deschrijver et al [2016] found a greater increase in RT when the outcome was unpredictable due to violation of an expectation of object permanence, though RT trended weakly in the other direction when these expectations were based on observations from the perspective of an actor in the scene.…”

Section: Resultsmentioning

confidence: 99%

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Prediction in Autism Spectrum Disorder: A Systematic Review of Empirical Evidence

et al. 2021

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According to a recent influential proposal, several phenotypic features of autism spectrum disorder (ASD) may be accounted for by differences in predictive skills between individuals with ASD and neurotypical individuals. In this systematic review, we describe results from 47 studies that have empirically tested this hypothesis. We assess the results based on two observable aspects of prediction: learning a pairing between an antecedent and a consequence and responding to an antecedent in a predictive manner. Taken together, these studies suggest distinct differences in both predictive learning and predictive response. Studies documenting differences in learning predictive pairings indicate challenges in detecting such relationships especially when predictive features of an antecedent have low salience or consistency, and studies showing differences in habituation and perceptual adaptation suggest low‐level predictive processing differences in ASD. These challenges may account for the observed differences in the influence of predictive priors, in spontaneous predictive movement or gaze, and in social prediction. An important goal for future research will be to better define and constrain the broad domain‐general hypothesis by testing multiple types of prediction within the same individuals. Additional promising avenues include studying prediction within naturalistic contexts and assessing the effect of prediction‐based intervention on supporting functional outcomes for individuals with ASD. Lay Summary Researchers have suggested that many features of autism spectrum disorder (ASD) may be explained by differences in the prediction skills of people with ASD. We review results from 47 studies. These studies suggest that ASD may be associated with differences in the learning of predictive pairings (e.g., learning cause and effect) and in low‐level predictive processing in the brain (e.g., processing repeated sounds). These findings lay the groundwork for research that can improve our understanding of ASD and inform interventions. Autism Res 2021, 14: 604–630. © 2021 International Society for Autism Research and Wiley Periodicals LLC

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Prediction in Autism Spectrum Disorder: A Systematic Review of Empirical Evidence

et al. 2021

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“…The strength of the ASD group in this measure of task performance is unexpected in light of a previous large meta‐analysis showing little difference in simple and choice reaction times in ASD across a wide range of tasks (Ferraro, 2016); however, this discrepancy is not especially noteworthy given the very small effect size associated with this group difference. One of the few studies of temporal orienting in autism did show decreased reaction times for predicted interval‐response pairings in autistic children (Kunchulia et al, 2020), but this would not account for shorter reaction times in unpredictable conditions. We cautiously conclude that reaction time may be a strength for ASD individuals in some circumstances, but that more evidence is needed.…”

Section: Discussionmentioning

confidence: 98%

“…One recent study investigated “variable foreperiod effects”: this study found that when participants were asked to respond quickly to a target that follows a cue with a variable foreperiod, autistic participants' reaction times were less affected by the foreperiod of the previous trial than those of nonautistic participants, indicating a possible difference in implicit temporal orienting (Girardi et al, 2021). A further pair of studies with autistic children used a task in which participants rapidly discriminated between two targets that could be partially predicted by the foreperiod preceding their appearance (Kunchulia et al, 2017, 2020). These studies found equal or superior performance in autistic children.…”

Section: Introductionmentioning

confidence: 99%

Rhythmic and interval‐based temporal orienting in autism

et al. 2023

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Individuals with autism spectrum disorder (ASD) may show secondary sensory and cognitive characteristics, including differences in auditory processing, attention, and, according to a prominent hypothesis, the formulation and utilization of predictions. We explored the overlap of audition, attention, and prediction with an online auditory “temporal orienting” task in which participants utilized predictive timing cues (both rhythmic and interval‐based) to improve their detection of faint sounds. We compared an autistic (n = 78) with a nonautistic (n = 83) group, controlling for nonverbal IQ, and used signal detection measures and reaction times to evaluate the effect of valid temporally predictive cues. We hypothesized that temporal orienting would be compromised in autism, but this was not supported by the data: the boost in performance induced by predictability was practically identical for the two groups, except for the small subset of the ASD group with co‐occurring attention deficit hyperactivity disorder, who received less benefit from interval‐based cueing. However, we found that the presence of a rhythm induced a significantly stronger bias toward reporting target detections in the ASD group at large, suggesting weakened response inhibition during rhythmic entrainment.

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School-age children can form time-based event expectancy for context-atypical foreperiods

Kunchulia

Parkosadze

Thomaschke

2020

Journal of Cognitive Psychology

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Children with autism spectrum disorder show increased sensitivity to time-based predictability

Cited by 5 publications

References 48 publications

Prediction in Autism Spectrum Disorder: A Systematic Review of Empirical Evidence

Prediction in Autism Spectrum Disorder: A Systematic Review of Empirical Evidence

Rhythmic and interval‐based temporal orienting in autism

School-age children can form time-based event expectancy for context-atypical foreperiods

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