Enhanced Perceptual Functioning in Autism: An Update, and Eight Principles of Autistic Perception

Mottron, Laurent; Dawson, Michelle; Soulières, Isabelle; Hubert, B.; Burack, Jake

doi:10.1007/s10803-005-0040-7

Cited by 1,559 publications

(1,492 citation statements)

References 107 publications

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“…The enhanced perceptual functioning (EPF) hypothesis put forward by Mottron and colleagues (Mottron, Dawson, Soulières et al, 2006) argues that many psychological processes that occur at a higher, cognitive level in typical individuals are mediated by lower-level, perceptual processes in individuals with ASD. In the present context, increased recall on later trials would be mediated by perceptual aspects of the studied material rather than by its recoding into semantic categories that draw on existing knowledge from long term stores.…”

Section: Discussionmentioning

confidence: 99%

Different Verbal Learning Strategies in Autism Spectrum Disorder: Evidence from the Rey Auditory Verbal Learning Test

Bowler

Limoges

Mottron

2009

J Autism Dev Disord

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This is the accepted version of the paper.This version of the publication may differ from the final published version. Permanent repository link AbstractThe Rey Auditory Verbal Learning Test, which requires the free recall of the same list of 15 items over 5 trials, was administered to a group of highfunctioning adolescents and adults with autism spectrum disorder (PDD) and a group of matched typical individuals. Overall levels of free recall were comparable in the two groups, as were the rates of learning over trials. Both groups also subjectively organised their recall to a similar extent. However, the serial position curve of the PDD participants, although similar to that of the comparison group on the first trial, became flatter on subsequent trials and was characterised by a slower growth in the primacy effect. Growth in the middle and recency portions of the curve was comparable in both groups. The findings are discussed in the light of current models of serial position effects and their implications for memory in ASD.

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Section: Discussionmentioning

confidence: 99%

Different Verbal Learning Strategies in Autism Spectrum Disorder: Evidence from the Rey Auditory Verbal Learning Test

Bowler

Limoges

Mottron

2009

J Autism Dev Disord

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“…The deficient tactile spatial localization performance of subjects with autism demonstrated in the present study appears consistent with the proposal that somatosensory cortical GABAergic inhibitory neurotransmission is deficient in autism. In addition, the inability of adapting stimulation to improve tactile localization performance in subjects with autism (presumably because of the failure of such stimulation to dynamically recruit GABA-mediated local lateral inhibitory interactions in the responding region of primary somatosensory cortex) provides a potential explanation for the widely-known, but poorly understood tendency for subjects with autism to perform poorly (relative to control subjects) on more complex tasks requiring spatial and/or temporal integration, but better-than-normal when the task emphasizes appreciation of local detail (for review, see Mottron et al, 2006). These considerations lead the authors to regard it as feasible that the better-than-normal performance of subjects with autism on tasks emphasizing appreciation of local detail may be due to the complete absence in these individuals of adaptation in primary somatosensory cortex.…”

Section: Discussionmentioning

confidence: 99%

Vibrotactile adaptation fails to enhance spatial localization in adults with autism

et al. 2007

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A recent study (Tannan et al., 2006) showed that pre-exposure of a skin region to a 5 sec 25 Hz flutter stimulus ("adaptation") results in an approximately 2-fold improvement in the ability of neurologically healthy human adults to localize mechanical stimulation delivered to the same skin region that received the adapting stimulation. Tannan et al. (Tannan et al., 2006) proposed that tactile spatial discriminative performance is improved following adaptation because adaptation is accompanied by an increase in the spatial contrast in the response of contralateral primary somatosensory cortex (SI) to mechanical skin stimulation -an effect identified in previous imaging studies of SI cortex in anesthetized non-human primates (e.g., Simons et al., 2005;Tommerdahl et al., 2002;Whitsel et al., 1989).In the experiments described in this report, a paradigm identical to that employed previously by Tannan et al. (2006) was used to study adults with autism. The results demonstrate that although cutaneous localization performance of adults with autism is significantly better than the performance of control subjects when the period of adapting stimulation is short (i.e., 0.5 sec), tactile spatial discriminative capacity remained unaltered in the same subjects when the duration of adapting stimulation was increased (to 5 sec). Both the failure of prior history of tactile stimulation to alter tactile spatial localization in adults with autism, and the better-than-normal tactile localization performance of adults with autism when the period of adaptation is short are concluded to be attributable to the deficient cerebral cortical GABAergic inhibitory neurotransmission characteristic of this disorder.

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“…Alongside the diagnostic dyad of impairments, a range of attentional atypicalities have been documented (Ames &Fletcher-Watson, 2010;Mottron, Dawson, Soulieres, Hubert & Burack., 2005). One feature of atypical attention in ASD involves priority for social versus non-social information.…”

Section: Attention Distraction and Autism Spectrum Disordermentioning

confidence: 99%

Classroom displays—Attraction or distraction? Evidence of impact on attention and learning from children with and without autism.

Hanley

Khairat

Taylor

et al. 2017

Developmental Psychology

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(2017) 'Classroom displays -attraction or distraction? Evidence of impact on attention and learning from children with and without autism.', Developmental psychology., 53 (7). pp. 1265-1275. Further information on publisher's website:Publisher's copyright statement:c 2016 APA, all rights reserved. This article may not exactly replicate the nal version published in the APA journal. It is not the copy of record.Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-pro t purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Running Head: Impact of classroom visual distraction on attention and learning in autism and typical development 2 AbstractPaying attention is a critical first step towards learning. For children in primary school classrooms there can be many things to attend to other than the focus of a lesson, such as visual displays on classroom walls. The aim of this study was to use eye-tracking techniques to explore the impact of visual displays on attention and learning for children. Critically, we explored these issues for children developing typically and for children with autism spectrum disorder (ASD). Both groups of children watched videos of a teacher delivering classroom activities -two of 'story-time' and 2 mini-lessons.

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Enhanced Perceptual Functioning in Autism: An Update, and Eight Principles of Autistic Perception

Cited by 1,559 publications

References 107 publications

Different Verbal Learning Strategies in Autism Spectrum Disorder: Evidence from the Rey Auditory Verbal Learning Test

Different Verbal Learning Strategies in Autism Spectrum Disorder: Evidence from the Rey Auditory Verbal Learning Test

Vibrotactile adaptation fails to enhance spatial localization in adults with autism

Classroom displays—Attraction or distraction? Evidence of impact on attention and learning from children with and without autism.

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