Deficits in Temporal Processing Associated with Autistic Disorder

Allman, Melissa J.

doi:10.3389/fnint.2011.00002

Cited by 53 publications

(52 citation statements)

References 3 publications

(3 reference statements)

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“…However, the overall picture remains inconclusive. For example, individuals with autism may have trouble with temporal binding (Brock et al 2002), they may be better at time reproduction (Wallace and Happé 2008), and they appear relatively insensitive to longer durations (Allman 2011;Allman et al 2011;Allman and Meck 2012).…”

Section: Individual Differences In Temporal Phenomenology and The Autmentioning

confidence: 99%

Distrusting the present

2015

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We use the hierarchical nature of Bayesian perceptual inference to explain a fundamental aspect of the temporality of experience, namely the phenomenology of temporal flow. The explanation says that the sense of temporal flow in conscious perception stems from probabilistic inference that the present cannot be trusted. The account begins by describing hierarchical inference under the notion of prediction error minimization, and exemplifies distrust of the present within bistable visual perception and action initiation. Distrust of the present is then discussed in relation to previous research on temporal phenomenology. Finally, we discuss how there may be individual differences in the experience of temporal flow, in particular along the autism spectrum. The resulting view is that the sense of temporal flow in conscious perception results from an internal, inferential process.

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Section: Individual Differences In Temporal Phenomenology and The Autmentioning

confidence: 99%

Distrusting the present

2015

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“…However, more recent evidence indicates that lower level processes may also be affected. For instance, recent findings suggest that autistic children display low-level difficulties in temporal processing, including impaired timing and deficits in the perceived duration of an event, which can in turn influence the perception of relevant social cues such as eye gaze (Allman, 2011; Allman et al, 2011; Falter and Noreika, 2011; Falter et al, 2012). The fact that ToM and timing abilities may be crucial for language, even in a population who display impaired ToM, comes from the discovery that autistic children improve their language abilities after a treatment focusing on the optimization of their joint attention capacities (Kasari et al, 2008).…”

Section: Learning and Social Cognition In Pathologiesmentioning

confidence: 99%

How relevant is social interaction in second language learning?

Verga¹,

Kotz²

2013

Front. Hum. Neurosci.

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Verbal language is the most widespread mode of human communication, and an intrinsically social activity. This claim is strengthened by evidence emerging from different fields, which clearly indicates that social interaction influences human communication, and more specifically, language learning. Indeed, research conducted with infants and children shows that interaction with a caregiver is necessary to acquire language. Further evidence on the influence of sociality on language comes from social and linguistic pathologies, in which deficits in social and linguistic abilities are tightly intertwined, as is the case for Autism, for example. However, studies on adult second language (L2) learning have been mostly focused on individualistic approaches, partly because of methodological constraints, especially of imaging methods. The question as to whether social interaction should be considered as a critical factor impacting upon adult language learning still remains underspecified. Here, we review evidence in support of the view that sociality plays a significant role in communication and language learning, in an attempt to emphasize factors that could facilitate this process in adult language learning. We suggest that sociality should be considered as a potentially influential factor in adult language learning and that future studies in this domain should explicitly target this factor.

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“…Although in their infancy, there are at least some empirical grounds (see also Szelag et al, 2004; Martin et al, 2009; Allman et al, 2011; Kwakye et al, 2011; but see Wallace and Happé, 2008; Jones et al, 2009a) and published commentaries supporting the temporal deficit hypothesis of autism (Boucher, 2001; Wimpory, 2002; Allman and DeLeon, 2009; Allman, 2011). …”

Section: Differences In Developmental Disabilitiesmentioning

confidence: 99%

Developmental neuroscience of time and number: implications for autism and other neurodevelopmental disabilities

Allman

Pelphrey

Meck

2012

Front. Integr. Neurosci.

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Estimations of time and number share many similarities in both non-humans and man. The primary focus of this review is on the development of time and number sense across infancy and childhood, and neuropsychological findings as they relate to time and number discrimination in infants and adults. Discussion of these findings is couched within a mode-control model of timing and counting which assumes time and number share a common magnitude representation system. A basic sense of time and number likely serves as the foundation for advanced numerical and temporal competence, and aspects of higher cognition—this will be discussed as it relates to typical childhood, and certain developmental disorders, including autism spectrum disorder. Directions for future research in the developmental neuroscience of time and number (NEUTIN) will also be highlighted.

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Deficits in Temporal Processing Associated with Autistic Disorder

Cited by 53 publications

References 3 publications

Distrusting the present

Distrusting the present

How relevant is social interaction in second language learning?

Developmental neuroscience of time and number: implications for autism and other neurodevelopmental disabilities

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