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1.
Does Gaze Direction Modulate Facial Expression Processing in Children With Autism Spectrum Disorder?
Hironori Akechi Atsushi Senju Yukiko Kikuchi Yoshikuni Tojo Hiroo Osanai Toshikazu Hasegawa 《Child development》2009,80(4):1134-1146
Two experiments investigated whether children with autism spectrum disorder (ASD) integrate relevant communicative signals, such as gaze direction, when decoding a facial expression. In Experiment 1, typically developing children (9–14 years old; n = 14) were faster at detecting a facial expression accompanying a gaze direction with a congruent motivational tendency (i.e., an avoidant facial expression with averted eye gaze) than those with an incongruent motivational tendency. Children with ASD (9–14 years old; n = 14) were not affected by the gaze direction of facial stimuli. This finding was replicated in Experiment 2, which presented only the eye region of the face to typically developing children ( n = 10) and children with ASD ( n = 10). These results demonstrated that children with ASD do not encode and/or integrate multiple communicative signals based on their affective or motivational tendency. 相似文献
2.
Webb SJ Jones EJ Merkle K Venema K Greenson J Murias M Dawson G 《Child development》2011,82(6):1868-1886
Individuals with autism spectrum disorder (ASD) show differences in face processing abilities from early in development. To examine whether these differences reflect an atypical versus delayed developmental trajectory, neural responses to familiar and unfamiliar faces in twenty-four 18- to 47-month-old children with ASD were compared with responses of thirty-two 12- to 30-month-old typically developing children. Results of 2 experiments revealed that neural responses to faces in children with ASD resembled those observed in younger typically developing children, suggesting delayed development. Electrophysiological responses to faces were also related to parent report of adaptive social behaviors for both children with ASD and typical development. Slower development of the face processing system in ASD may be related to reduced self-directed "expected" experience with faces in early development. 相似文献
3.
Keiran M. Rump Joyce L. Giovannelli Nancy J. Minshew Mark S. Strauss 《Child development》2009,80(5):1434-1447
Emotion recognition was investigated in typically developing individuals and individuals with autism. Experiment 1 tested children (5–7 years, n = 37) with brief video displays of facial expressions that varied in subtlety. Children with autism performed worse than the control children. In Experiment 2, 3 age groups (8–12 years, n = 49; 13–17 years, n = 49; and adults n = 45) were tested on the same stimuli. Whereas the performance of control individuals was best in the adult group, the performance of individuals with autism was similar in all age groups. Results are discussed with respect to underlying cognitive processes that may be affecting the development of emotion recognition in individuals with autism. 相似文献
4.
We examined explicit and implicit processes in response to third-party moral transgressions in children with autism spectrum disorder (ASD). Twenty 4- to 7-year-old children with ASD and 19 typically developing controls evaluated dynamic visual stimuli depicting intentional or accidental harm to persons or damage to objects. Moral evaluations, eye fixations, and pupil dilations toward the stimuli were collected. Results indicate a preserved capacity to understand the mental states of perpetrators and an implicit moral sensitivity to the third-party harms in children with ASD. Nonetheless, children with ASD showed specific sensitivity and emotional arousal when viewing damage to objects. These findings contribute to the understanding of the underlying mechanisms of moral reasoning in ASD and its possible association with the autistic symptoms. 相似文献
5.
Devon N. Gangi Sofie Boterberg Amy J. Schwichtenberg Erika Solis Gregory S. Young Ana-Maria Iosif Sally Ozonoff 《Child development》2021,92(3):e285-e295
Two independent cohorts (N = 155, N = 126) of infants at high and low risk for autism spectrum disorder (ASD) were followed prospectively between 6 and 36 months of age, when n = 46 were diagnosed with ASD. Gaze to adult faces was coded—during a developmental assessment (Cohort 1) or a play interaction (Cohort 2). Across both cohorts, most children developing ASD showed sharp declines in gaze to faces over time, relative to children without ASD. These findings suggest that declining developmental trajectories may be more common than previously recognized by retrospective methods. Trajectory-based screening methods could potentially identify children in the early stages of symptom onset and allow for early intervention before the full disorder has developed. 相似文献
6.
Margaret C. Moulson Alissa Westerlund Nathan A. Fox Charles H. Zeanah Charles A. Nelson 《Child development》2009,80(4):1039-1056
Data are reported from 3 groups of children residing in Bucharest, Romania. Face recognition in currently institutionalized, previously institutionalized, and never-institutionalized children was assessed at 3 time points: preintervention ( n = 121), 30 months of age ( n = 99), and 42 months of age ( n = 77). Children watched photographs of caregiver and stranger faces while event-related potentials were recorded. Results demonstrate that institutionalized children show pervasive cortical hypoarousal in response to faces and that foster care is somewhat effective in remediating this deficit by 42 months of age. All 3 groups of children distinguished between the familiar and unfamiliar faces. These results have the potential to inform an understanding of the role of early experience in the development of the neural systems that subserve face recognition. 相似文献
7.
Elisa Back 《Child development》2019,90(5):1589-1597
There is mixed evidence concerning whether individuals with autism spectrum disorder (ASD) can infer mental states from the eyes. This study aims to elucidate whether they use less efficient strategies. Sixteen adolescents with ASD (11–16 year olds) were compared to a chronological age- and IQ-matched sample of 16 typically developing (TD) adolescents. Eight mental states were presented as full dynamic faces and in conditions altering the presence of expressive dynamic information from the eyes and mouth. Bayes factors revealed that adolescents with ASD had similar accuracy, response times (less conclusive), and fixations to TD adolescents. Findings imply that adolescents with ASD spontaneously fixate on the eyes, and not all individuals with ASD have difficulties inferring mental states from faces. 相似文献
8.
Neural correlates of face and object recognition in young children with autism spectrum disorder,developmental delay,and typical development 总被引：11，自引：0，他引：11
Dawson G Carver L Meltzoff AN Panagiotides H McPartland J Webb SJ 《Child development》2002,73(3):700-717
This study utilized electroencephalographic recordings to examine whether young children with autism spectrum disorder (ASD) have impaired face recognition ability. High-density brain event-related potentials (ERPs) were recorded to photos of the child's mother's face versus an unfamiliar female face and photos of a favorite versus an unfamiliar toy from children with ASD, children with typical development, and children with developmental delay, all 3 to 4 years of age (N = 118). Typically developing children showed ERP amplitude differences in two components, P400 and Nc, to a familiar versus an unfamiliar face, and to a familiar versus an unfamiliar object. In contrast, children with ASD failed to show differences in ERPs to a familiar versus an unfamiliar face, but they did show P400 and Nc amplitude differences to a familiar versus an unfamiliar object. Developmentally delayed children showed significant ERP amplitude differences for the positive slow wave for both faces and objects. These data suggest that autism is associated with face recognition impairment that is manifest early in life. 相似文献
9.
Sequential Associations Between Caregiver Talk and Child Play in Autism Spectrum Disorder and Typical Development 
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下载免费PDF全文 Kristen Bottema‐Beutel Caitlin Malloy Blair P. Lloyd Rebecca Louick Linnea Joffe‐Nelson Linda R. Watson Paul J. Yoder 《Child development》2018,89(3):e157-e166
This study examined sequential associations between child play and caregiver talk in 98 caregiver–child dyads (Mmental age = 14 months). Fifty dyads included a child with autism spectrum disorder (ASD). Analyses revealed sequential associations between child play and caregiver follow‐in (FI) utterances (utterances related to the child's attentional focus) were stronger in the ASD as compared to the typically developing (TD) group. FI utterances were more likely to elicit functional play than caregiver‐focused utterances, and more so in the ASD group. Across groups, FI directives were more likely to elicit functional play than FI comments. These findings have important implications for research involving caregiver–child play as an early intervention context for children with ASD. 相似文献
10.
Two studies were conducted to investigate the correlates of hyperlexia in Brazilian Portuguese-speaking children with the
diagnosis of autism spectrum disorder (ASD). Study 1 involved 3 groups of school age children individually matched for word
reading ability: 6 ASD hyperlexic children, 6 ASD non-hyperlexic children, and 6 typically developing children. Study 2 involved
2 ASD preschool hyperlexic boys, and a group of 21 typical children of similar word reading ability. In both studies, participants
were administered several reading measures as well as measures of cognitive and linguistic abilities that have been associated
with variations in typical and dyslexic reading, namely, vocabulary, phonological processes, and rapid naming. Results suggest
that ASD hyperlexic reading differs from both typical and ASD non-hyperlexic reading. In particular, they suggest that hyperlexics
learn to compute letter-sound relations implicitly, on the basis of statistical learning. Although the hyperlexic children
could read nonwords as well as the typical and the ASD non-hyperlexic children, they performed significantly worse than these
groups of children on a letter-sound knowledge task. They also performed relatively poorly on a phonological awareness task.
It is suggested that hyperlexics’ indifference to language as a meaningful, communicative device may be the key to their exceptionally
good and precocious development of word reading ability. 相似文献
11.
For typically developing (TD) children, the home literacy environment (HLE) impacts reading competence, yet few studies have explored the HLE of children with autism spectrum disorders (ASD). We collected information about the HLE of children aged 7–13 with ASD and their TD peers via a parental questionnaire and examined whether there were any differences in home literacy practices. Subtle group differences emerged. Children with ASD and concomitant language disorder (autism language disorder [ALD]) were engaged in shared reading and reading discussion more frequently than were TD children and children with ASD and age‐appropriate language skills (autism language normal [ALN]). However, both ALN and ALD children engaged in shared reading for a shorter duration than their TD peers. Across groups, frequency and duration of independent reading were positively associated with reading ability and attitude. Thus, home literacy practices appear to reflect child characteristics, and parents are well placed to facilitate their children's literacy development through encouragement and scaffolding.
Highlights
What is already known about this topic- The home literacy environment (HLE) impacts the reading development of typically developing children.
- Many children with autism spectrum disorders (ASD) have reading difficulties, but little is known about the HLE of children with ASD.
- We examined the relationship between the HLE and reading for children with ASD.
- Poorer readers with ASD were engaged in shared reading practices more frequently than proficient readers.
- Children with ASD engaged in shared reading practices for a shorter duration than their typically developing peers.
- Home literacy practices appear to reflect child characteristics.
- Parents are well placed to facilitate their children's literacy development through encouragement and scaffolding.
12.
Previous research has suggested both links and differences between children's copying of line diagrams and their drawings of solid objects. If the diagram represents a familiar object, children make more errors than when copying a diagram of a nonobject or unfamiliar object, as if they are drawing from their representation of the object rather than copying the surface features of the diagram. However, copying a diagram yields fewer and different types of errors than drawing the equivalent solid, which suggests a different process. In Experiment 1 (n = 72), possible relations between copying and drawing are investigated by asking children to draw a solid cube, then to copy or trace a line diagram of the cube in oblique projection, and finally to draw the solid again. Copying was better than drawing, and there was positive transfer to a subsequent drawing. Tracing was very accurate, but transfer to drawing did not occur, possibly because of the automatic nature of tracing. In Experiment 2 (n = 120) different groups received versions of the copying task that differed in the extent to which temporal order of line copying was structured. Asking children to copy the lines in a systematic order led to improved copies, but this performance did not carry over to a subsequent drawing of the solid. In contrast, when temporal ordering of line copying was not manipulated, there was positive transfer from copying to the subsequent drawing. In Experiment 3 (n = 80), provision of structure that emphasized faces by color-groupings of lines or coloring faces led to improved copies and did not hinder transfer to drawing the solid. Experiment 4 (n = 90) showed that in a solid drawing task emphasis on faces but not edges produced a positive effect, both on the immediate drawing and on a subsequent drawing of a plain cube. We conclude that emphasis on order of line copying improves performance in a copying task because in that case line-to-line matching is an important element of the skill, whereas this does not aid drawing of the solid object, in which the focus is primarily on representation of faces and their interrelations. 相似文献
13.
Jessica Bradshaw Courtney McCracken Moira Pileggi Natalie Brane Abigail Delehanty Taylor Day Alexis Federico Cheryl Klaiman Celine Saulnier Ami Klin Amy Wetherby 《Child development》2021,92(6):2224-2234
Social-communication differences are a robust and defining feature of autism spectrum disorder (ASD) but identifying early points of divergence in infancy has been a challenge. The current study examines social communication in 9- to 12-month-old infants who develop ASD (N = 30; 23% female; 70% white) compared to typically developing (TD) infants (N = 94, 38% female; 88% white). Results demonstrate that infants later diagnosed with ASD were already exhibiting fewer social-communication skills using eye gaze, facial expression, gestures, and sounds at 9 months (effect size: 0.42–0.89). Moreover, three unique patterns of change across distinct social-communication skills were observed within the ASD group. This study documents that observable social-communication differences for infants with ASD are unfolding by 9 months, pointing to a critical window for targeted intervention. 相似文献
14.
The ability of individuals with autistic spectrum disorders (ASD) to infer mental states from dynamic and static facial stimuli was investigated. In Experiment 1, individuals with ASD (10- to 14-year olds; N=18) performed above chance but not as well as controls. Accuracy scores for mental states did not differ between dynamic and static faces. Furthermore, participants with ASD gained higher scores when the eyes conveyed information than when this region remained static and neutral. Experiment 2 revealed that those with ASD (11- to 15-year olds; N=18) were as successful as controls in recognizing mental states when the eyes were presented in isolation or in the context of the whole face. Findings challenge claims that individuals with ASD are impaired at inferring mental states from the eyes. 相似文献
15.
María Cristina Cardona Moltó 《欧洲特需教育杂志》2013,28(1):115-117
The current paper reports on the outcome of an ongoing action research project at a school for higher-functioning students with Autism Spectrum Disorder (ASD) in Sweden. The overall aim of the study was to develop and evaluate a questionnaire that captures social and individual aspects of classroom learning suitable for use with students with ASD. Interview data is presented on the perceived utility of the questionnaire for understanding and planning classroom instruction for the children with ASD through the eyes of the students’ teachers and their parents, as assessed during an Individual Education Plan meeting. Further, teacher ratings obtained by means of the instrument were found to differentiate a group of students with ASD (n = 10) from a group of typically developing children matched with regard to grade year, word reading ability and receptive vocabulary (n = 10). Implications and future directions are discussed, as are limitations of this pilot study. 相似文献
16.
We examined children’s spontaneous information seeking in response to referential ambiguity. Children ages 2–5 (n = 160) identified the referents of familiar and novel labels. We manipulated ambiguity by changing the number of objects present and their familiarity (Experiments 1 and 2), and the availability of referential gaze (Experiment 2). In both experiments, children looked to the face of the experimenter more often while responding, specifically when the referent was ambiguous. In Experiment 2, 3- to 4-year olds also demonstrated sensitivity to graded referential evidence. These results suggest that social information seeking is an active learning behavior that could contribute to language acquisition in early childhood. 相似文献
17.
The purpose of this study was to compare the motor skill performance of preschool children from low socioeconomic (SES) backgrounds to their age matched typically developing peers using the Peabody Developmental Motor Scales-2 (PDMS-2). Sixty-eight children (34 low SES and 34 typically developing; ages 3–5) performed the PDMS-2. Standard scores from each subtest (i.e., stationary, locomotion, object manipulation, grasping, and visual-motor integration) and three quotient scores were calculated for the children identified as low SES and typically developing children. A MANOVA was used to analyze the PDMS-2 standard score and quotient score differences between the children identified as low SES and the typically developing children. All preschool children identified as low SES scored at average or lower on total motor quotient scores. Specifically, 88.2 % of children identified as low SES were classified as average, and 11.8 % of children were in the below average performance category. The MANOVA analysis showed that children identified as low SES scored significantly lower than the typically developing children on the visual-motor integration subtest, F(1,64) = 7.232, p = .009; locomotion subtest, F(1,64) = 11.449, p = .001; and TMQ, F(1,64) = 4.732, p = .033. Children identified as low SES were significantly delayed in both fine and gross motor skill areas when compared to their typically developing age and gender matched peers. Researchers are recommended to provide comprehensive assessments for preschool children and to include motor tasks when designing early intervention programs. 相似文献
18.
Two language acquisition processes (comprehension preceding production of word order, the noun bias) were examined in 2- and 3-year-old children (n=10) with autistic spectrum disorder and in typically developing 21-month-olds (n=13). Intermodal preferential looking was used to assess comprehension of subject-verb-object word order and the tendency to map novel words onto objects rather than actions. Spontaneous speech samples were also collected. Results demonstrated significant comprehension of word order in both groups well before production. Moreover, children in both groups consistently showed the noun bias. Comprehension preceding production and the noun bias appear to be robust processes of language acquisition, observable in both typical and language-impaired populations. 相似文献
19.
Two experiments were designed to investigate the developmental trajectory of children's probability approximation abilities. In Experiment 1, results revealed 6- and 7-year-old children's (N = 48) probability judgments improve with age and become more accurate as the distance between two ratios increases. Experiment 2 replicated these findings with 7- to 12-year-old children (N = 130) while also accounting for the effect of the size and the perceived numerosity of target objects. Older children's performance suggested the correct use of proportions for estimating probability; but in some cases, children relied on heuristic shortcuts. These results suggest that children's nonsymbolic probability judgments show a clear distance effect and that the acuity of probability estimations increases with age. 相似文献
20.
Using a picture pointing task, this study examines toddlers’ processing of phonological alternations that trigger sound changes in connected speech. Three experiments investigate whether 2;5‐ to 3‐year‐old children take into account assimilations—processes by which phonological features of one sound spread to adjacent sounds—for the purpose of word recognition (e.g., in English, ten pounds can be produced as te[mp]ounds). English toddlers (n = 18) show sensitivity to native place assimilations during lexical access in Experiment 1. Likewise, French toddlers (n = 27) compensate for French voicing assimilations in Experiment 2. However, French toddlers (n = 27) do not take into account a hypothetical non‐native place assimilation rule in Experiment 3, suggesting that compensation for assimilation is already language specific. 相似文献