The Effect of Visual Perceptual Load on Auditory Awareness of Social vs. Non-social Stimuli in Individuals with Autism

Tillmann, Julian; Tuomainen, Jyrki; Swettenham, J

doi:10.1007/s10803-020-04587-0

Cited by 4 publications

(6 citation statements)

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“…Some studies report little evidence of differences in the frequency or accuracy of looks to social stimuli (191) inviting the conclusion that social attention is typical in older individuals. However, other studies suggest that social attention remains less efficient or more effortful in older individuals with ASD (156,(192)(193)(194); Liu et al, (in submission). Indeed, one recent study suggests that adolescents with ASD may display less efficient covert processing of eye contact (195).…”

Section: Motivation and Social Attention In Older Individualsmentioning

confidence: 98%

“…Heightened interest and attention to non-social objects, rather than a diminished salience for faces, may also be central to motivation factors that impact the social attention symptoms of young children with ASD (12,(155)(156)(157). This pattern of perceptual bias could result in diminished social attention and eye contact effects, but for reasons very different from those described in "social" motivation models.…”

Section: Social Motivation and The Bi-directional Nature Of Social Attentionmentioning

confidence: 99%

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The Bidirectional Social-Cognitive Mechanisms of the Social-Attention Symptoms of Autism

Mundy

Bullen

2022

Front. Psychiatry

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Differences in social attention development begin to be apparent in the 6th to 12th month of development in children with Autism Spectrum Disorder (ASD) and theoretically reflect important elements of its neurodevelopmental endophenotype. This paper examines alternative conceptual views of these early social attention symptoms and hypotheses about the mechanisms involved in their development. One model emphasizes mechanism involved in the spontaneous allocation of attention to faces, or social orienting. Alternatively, another model emphasizes mechanisms involved in the coordination of attention with other people, or joint attention, and the socially bi-directional nature of its development. This model raises the possibility that atypical responses of children to the attention or the gaze of a social partner directed toward themselves may be as important in the development of social attention symptoms as differences in the development of social orienting. Another model holds that symptoms of social attention may be important to early development, but may not impact older individuals with ASD. The alterative model is that the social attention symptoms in infancy (social orienting and joint attention), and social cognitive symptoms in childhood and adulthood share common neurodevelopmental substrates. Therefore, differences in early social attention and later social cognition constitute a developmentally continuous axis of symptom presentation in ASD. However, symptoms in older individuals may be best measured with in vivo measures of efficiency of social attention and social cognition in social interactions rather than the accuracy of response on analog tests used in measures with younger children. Finally, a third model suggests that the social attention symptoms may not truly be a symptom of ASD. Rather, they may be best conceptualized as stemming from differences domain general attention and motivation mechanisms. The alternative argued for here that infant social attention symptoms meet all the criteria of a unique dimension of the phenotype of ASD and the bi-directional phenomena involved in social attention cannot be fully explained in terms of domain general aspects of attention development.

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Section: Motivation and Social Attention In Older Individualsmentioning

confidence: 98%

Section: Social Motivation and The Bi-directional Nature Of Social Attentionmentioning

confidence: 99%

The Bidirectional Social-Cognitive Mechanisms of the Social-Attention Symptoms of Autism

Mundy

Bullen

2022

Front. Psychiatry

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“…In short, learning by autistic children in our task was not necessarily facilitated by providing a greater amount of external feedback (adding extraneous elements to the task) but rather by providing a greater amount of task-relevant information at the same time. An advantage in perceptual capacity in autism, as has been found in a growing literature (Remington et al, 2012;Remington & Fairnie, 2017;Remington et al, 2019;Tillmann et al, 2021), would give autistics an ability to process more information at once, suggesting that the free availability of more information to learn from, versus the use of extraneous feedback, would benefit autistics. This is consistent with the direction of our findings, which also showed that learning strategies were similar across groups, leaving group differences in performance across learning situations that were not accompanied by group differences in the strategies examined here.…”

Section: Access To and Manipulation Of Informationmentioning

confidence: 84%

“…If these influential views and practices are well-founded, autistic performance should not benefit from, and possibly be hindered by, large quantities of simultaneously presented information during an implicit learning task. Alternatively, a growing body of evidence demonstrates that autistics have an increased, not decreased, perceptual capacity (Remington et al, 2012; Remington & Fairnie, 2017; Remington et al, 2019; Tillmann et al, 2021), which may benefit autistic learning when more, rather than less, information necessary to solve a task is made available at the same time. In the same direction, autistics may particularly benefit from situations allowing them the latitude to process and combine quantities of information across different levels and scales, from small details to large displays (Mottron et al, 2009, 2013).…”

mentioning

confidence: 99%

Category learning in autism: Are some situations better than others?

Nader¹,

Tullo²,

Bouchard³

et al. 2022

Journal of Experimental Psychology: General

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Autism is diagnosed according to atypical social-communication and repetitive behaviors. However, autistic individuals are also distinctive in the high variability of specific abilities such as learning. Having been characterized as experiencing great difficulty with learning, autistics have also been reported to learn spontaneously in exceptional ways. These contrasting accounts suggest that some situations may be better than others for learning in autism. We tested this possibility using a probabilistic category learning task with four learning situations differing either in feedback intensity or information presentation. Two learning situations compared high-versus low-intensity feedback, while two other learning situations without external feedback compared isolated sequentially presented information versus arrays of simultaneously presented information. We assessed the categorization and generalization performance of 54 autistic and 52 age-matched typical school-age children after they learned in different situations. We found that children in both groups were able to learn and generalize novel probabilistic categories in all four learning situations. However, across and within groups, autistic children were advantaged by simultaneously presented information while typical children were advantaged by high-intensity feedback when learning. These findings question some common aspects of autism interventions (e.g., frequent intense feedback, minimized simplified information), and underline the importance of improving our current understanding of how and when autistics learn optimally.

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“…Our SSP assessment found that ASD children are often di cult to concentrate in noisy environments, emphasizing the obstacles in their auditory ltering and auditory attention. And this weakness is more obvious in the recognition of human voice [48] , which may be an important explanation for autistic individuals' lack of attention preference for social stimulation [49] .…”

Section: Asd Sensory Predicts Social Disordermentioning

confidence: 99%

Correlation and Predictive Ability Between Sensory Characteristics and Social Interaction of Children in Autism Spectrum Disorder

Zhai

Lili

Zhou

et al. 2021

Preprint

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Background: As a kind of neurodevelopmental disorder, the deficiency of social interaction and communication ability is the core symptom of autism spectrum disorder (ASD). However, ASD usually has sensory abnormalities, which may be an important influencing factor of social function. Here, the aim of the current study is to explore the abnormal sensory characteristics of ASD children and the correlation between social behavior. And further clarify the predictive effect of sensory expression on ASD social ability.Methods: A case-control study was conducted, with children aged 3 to 10 years including ASD and typical development (TD) as subjects. We used Short Sensory Profile (SSP) questionnaire to evaluate the sensory characteristics in ASD group and TD group. And Social Responsiveness Scale (SRS) was employed to assess the social function of ASD. The differences of SSP scores between two groups of children were compared, and the correlation between SSP in ASD group and SRS was further analyzed. Furthermore, by constructing random forest classification model and support vector machine classification model, the predictive ability of each perception on social level is discussed.Results: Significant differences were found between ASD children and TD children in the performance of each sensory field. The abnormal sensory rate of children in ASD group is as high as 91.4%, and 74% of them are accompanied by sensory disorders in multiple dimensions.It is worth noting that there is a significant negative correlation between the scores of ASD group children in all dimensions of SSP and the scores of SRS scale. Evaluation and comparison results of full-feature and 7-feature models show that the random forest model and SVM model with all-feature factors have higher sensitivity, while the random forest model with 7-feature factors has the highest specificity. Moreover, the maximum of area value under (AUC) of receiver operating characteristic (ROC) curve between the four models up to 0.859, suggest that the good prediction effect of the models.Conclusion: Our results suggest autism children have obvious abnormalities in many sensory fields, and there is a significant correlation between this atypical sensory performance and social function. The social level of this group can be well predicted by their sensory characteristics.

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The Effect of Visual Perceptual Load on Auditory Awareness of Social vs. Non-social Stimuli in Individuals with Autism

Cited by 4 publications

References 53 publications

The Bidirectional Social-Cognitive Mechanisms of the Social-Attention Symptoms of Autism

The Bidirectional Social-Cognitive Mechanisms of the Social-Attention Symptoms of Autism

Category learning in autism: Are some situations better than others?

Correlation and Predictive Ability Between Sensory Characteristics and Social Interaction of Children in Autism Spectrum Disorder

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