Utilitarian Attention

Burack, Jacob A.; Brodeur, Darlene A.

doi:10.1007/978-1-4614-6435-8_102313-1

Cited by 1 publication

(1 citation statement)

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“…For example, contrary to the common notion that persons with ASD cannot or do not follow eyes, Ristic et al (2005) found that eye gaze following may be more effective among persons with ASD as it appears to be contingency based rather than automatic, as is the case with typically developing persons. Similarly, Brodeur, Stewart, Dawkins, and Burack (2018) cited findings that they interpreted as indicating a particularly utilitarian approach to attending: their participants with ASD seemed to be particularly able to utilize certain dynamic objects in the environment as beneficial cues, whereas the other participants found them distracting and an impediment to performance (for a comprehensive discussion, see Burack & Brodeur, 2020). In a related example of apparently more efficient processing of information, Russo, Mottron, Burack, and Jemel (2012) found that individuals with ASD processed incongruence between an animal sound and a picture of a different animal particularly quickly, as indicated by a positive event related potential (ERP) of around 100 ms as compared with a negative ERP of 400 ms observed among the IQ- and aged-matched typically developing comparison participants, although the groups performed similarly in terms of the speed and accuracy of behavioral responding.…”

Section: Ed's Influence On Our Group's Work In Developmental Psychopathology: Examples From Research With Persons With Asd and Indigenousmentioning

confidence: 99%

The science of humanity and the humanity of science: Perspectives on Ed Zigler's contributions to developmental psychopathology and the study of all children

et al. 2021

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We present this article as a testament to Ed Zigler's commitment to science in the service of humanity and to policy based on conceptually compelling theory and methodologically rigorous science. In doing so, we highlight ways that Ed's universal and inclusive developmental world view, early training as a behaviorist, exacting scientific standards, concern for others, and appreciation of his own roots and upbringing all transformed the way that many different groups of people of all ages and backgrounds are studied, viewed, and intervened with by researchers, policy makers, and society at large. Ed's narrative of development rather than defect, universality rather than difference, and holistic rather than reductionist continues to compel us in the quest for a kinder, more inclusive, and enabling society. Conversely, Ed's behaviorist training as a graduate student also influenced him throughout his career and was essential to his career-long commitment to systemic action in the service of improving the lives of others. We cite the lessons that we, as his descendants, learned from Ed and apply them to our own areas of research with populations that Ed did not study, but had considerable interest in – persons with autism spectrum disorder and Indigenous youth.

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Section: Ed's Influence On Our Group's Work In Developmental Psychopathology: Examples From Research With Persons With Asd and Indigenousmentioning

confidence: 99%