scholarly journals Eye Movement Sequences during Simple versus Complex Information Processing of Scenes in Autism Spectrum Disorder

2011 ◽  
Vol 2011 ◽  
pp. 1-7 ◽  
Author(s):  
Sheena K. Au-Yeung ◽  
Valerie Benson ◽  
Monica Castelhano ◽  
Keith Rayner
Keyword(s):  
Autism Spectrum Disorder ◽  
Information Processing ◽  
Eye Movement ◽  
Scene Perception ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Movement Sequences ◽  
Complex Information ◽  
Complex Information Processing ◽  
The Difference

Minshew and Goldstein (1998) postulated that autism spectrum disorder (ASD) is a disorder of complex information processing. The current study was designed to investigate this hypothesis. Participants with and without ASD completed two scene perception tasks: a simple “spot the difference” task, where they had to say which one of a pair of pictures had a detail missing, and a complex “which one's weird” task, where they had to decide which one of a pair of pictures looks “weird”. Participants with ASD did not differ from TD participants in their ability to accurately identify the target picture in both tasks. However, analysis of the eye movement sequences showed that participants with ASD viewed scenes differently from normal controls exclusively for the complex task. This difference in eye movement patterns, and the method used to examine different patterns, adds to the knowledge base regarding eye movements and ASD. Our results are in accordance with Minshew and Goldstein's theory that complex, but not simple, information processing is impaired in ASD.

Eye Movements Reveal no Immediate “WOW” (“Which One's Weird”) Effect in Autism Spectrum Disorder

2012 ◽  
Vol 65 (6) ◽  
pp. 1139-1150 ◽  
Author(s):  
Valerie Benson ◽  
Monica S. Castelhano ◽  
Sheena K. Au-Yeung ◽  
Keith Rayner
Keyword(s):  
Autism Spectrum Disorder ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Group Differences ◽  
Target Region ◽  
Processing Theory ◽  
Complex Information ◽  
Adult Participants ◽  
Complex Information Processing ◽  
The Difference

Autism spectrum disorder (ASD) and typically developed (TD) adult participants viewed pairs of scenes for a simple “spot the difference” (STD) and a complex “which one's weird” (WOW) task. There were no group differences in the STD task. In the WOW task, the ASD group took longer to respond manually and to begin fixating the target “weird” region. Additionally, as indexed by the first-fixation duration into the target region, the ASD group failed to “pick up” immediately on what was “weird”. The findings are discussed with reference to the complex information processing theory of ASD (Minshew & Goldstein, 1998).

Development of Neural Structure and Function in Autism Spectrum Disorder: Potential Implications for Learning Language

2020 ◽  
Vol 29 (4) ◽  
pp. 1783-1797
Author(s):  
Kelly L. Coburn ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Diffusion Tensor ◽  
Autism Spectrum ◽  
Language Intervention ◽  
Spectrum Disorder ◽  
Autistic Children ◽  
Neural Structure ◽  
Complex Information ◽  
And Function

Purpose Neurodevelopmental processes that begin during gestation and continue throughout childhood typically support language development. Understanding these processes can help us to understand the disruptions to language that occur in neurodevelopmental conditions, such as autism spectrum disorder (ASD). Method For this tutorial, we conducted a focused literature review on typical postnatal brain development and structural and functional magnetic resonance imaging, diffusion tensor imaging, magnetoencephalography, and electroencephalography studies of the neurodevelopmental differences that occur in ASD. We then integrated this knowledge with the literature on evidence-based speech-language intervention practices for autistic children. Results In ASD, structural differences include altered patterns of cortical growth and myelination. Functional differences occur at all brain levels, from lateralization of cortical functions to the rhythmic activations of single neurons. Neuronal oscillations, in particular, could help explain disrupted language development by elucidating the timing differences that contribute to altered functional connectivity, complex information processing, and speech parsing. Findings related to implicit statistical learning, explicit task learning, multisensory integration, and reinforcement in ASD are also discussed. Conclusions Consideration of the neural differences in autistic children provides additional scientific support for current recommended language intervention practices. Recommendations consistent with these neurological findings include the use of short, simple utterances; repetition of syntactic structures using varied vocabulary; pause time; visual supports; and individualized sensory modifications.

scholarly journals Eye Movement Difficulties in Autism Spectrum Disorder: Implications for Implicit Contextual Learning

2013 ◽  
Vol 6 (3) ◽  
pp. 177-189 ◽  
Author(s):  
Anastasia Kourkoulou ◽  
Gustav Kuhn ◽  
John M. Findlay ◽  
Susan R. Leekam
Keyword(s):  
Autism Spectrum Disorder ◽  
Eye Movement ◽  
Autism Spectrum ◽  
Contextual Learning ◽  
Spectrum Disorder ◽  
Movement Difficulties

Social-Emotional Correlates of Early Stage Social Information Processing Skills in Children With and Without Autism Spectrum Disorder

2015 ◽  
Vol 8 (5) ◽  
pp. 486-496 ◽  
Author(s):  
Nicole M. Russo-Ponsaran ◽  
Clark McKown ◽  
Jason K. Johnson ◽  
Adelaide W. Allen ◽  
Bernadette Evans-Smith ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Information Processing ◽  
Social Information Processing ◽  
Early Stage ◽  
Social Information ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Emotional

scholarly journals Saccadic eye movement abnormalities in autism spectrum disorder indicate dysfunctions in cerebellum and brainstem

2014 ◽  
Vol 5 (1) ◽  
pp. 47 ◽  
Author(s):  
Lauren M Schmitt ◽  
Edwin H Cook ◽  
John A Sweeney ◽  
Matthew W Mosconi
Keyword(s):  
Autism Spectrum Disorder ◽  
Eye Movement ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Saccadic Eye Movement

scholarly journals BOLD signal variability and complexity in children and adolescents with and without autism spectrum disorder

2018 ◽  
Author(s):  
Amanda K Easson ◽  
Anthony R McIntosh
Keyword(s):  
Autism Spectrum Disorder ◽  
Time Series ◽  
Information Processing ◽  
Children And Adolescents ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Dimensional Approach ◽  
Categorical Approach ◽  
Significant Group ◽  
Signal Variability

Variability of neural signaling is an important index of healthy brain functioning, as is signal complexity, which relates to information processing capacity. It is thought that alterations in variability and complexity may underlie certain brain dysfunctions. Here, resting-state fMRI was used to examine brain signal variability and complexity in male children and adolescents with and without autism spectrum disorder (ASD), a highly heterogeneous neurodevelopmental disorder. Variability was measured using the mean square successive difference (MSSD) of the time series, and complexity of these time series was assessed using sample entropy. A categorical approach was implemented to determine if the brain measures differed between diagnostic groups (ASD and typically developing (TD) groups). A dimensional approach was used to examine the continuum of relationships between each brain measure and behavioural severity, age, IQ, and the global efficiency (GE) of each participant's structural connectome, a metric that reflects the structural capacity for information processing. Using the categorical approach, no significant group differences were found for neither MSSD nor entropy. However, the dimensional approach revealed significant positive correlations between each brain measure, GE, and age. Further, negative correlations were observed between each brain measure and behavioural severity across all participants, whereby lower MSSD and entropy were associated with more severe ASD behaviours. These results reveal the nature of variability and complexity of fMRI signals in children and adolescents with and without ASD, and highlight the importance of taking a dimensional approach when analyzing brain function in ASD.

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