Weak Central Coherence in Adults With ASD: Evidence From Eye-Tracking And Thematic Content Analysis Of Social Scenes

Central coherence theory proposes that a specific perceptual-cognitive process that limits the ability to derive overall meaning from details underlies the central disturbance in autism spectrum disorder (ASD). In a social context, it may interfere with the ability of individuals with ASD to understand interactions between people by recognizing emotional clues or attributing a particular mental state, and to play a role in the social difficulties associated with ASD. A sample of 28 adults diagnosed with ASD Level 1 and 25 controls were submitted to a cartoon-like task with the instruction to describe social scenes and a Navon letter task. Both quantitative measures and qualitative (thematic content analysis) procedures were used to assess performance. Heatmap and fixation preferences according to the stimuli quadrants were used to investigate eye-tracking patterns. A tendency to local processing, independently of the stimuli type, in the ASD participants was seen. In social scenes, quadrants with components such as characters' faces were neglected, resulting in a loss of implicit content related to interactions, as evidenced by verbal reports. A significantly longer reaction times and response durations in ASD. The findings corroborate the idea that weak central coherence may be part of the cognitive phenotype in ASD.

The Summer of Adventure

This chapter chronicles a summer of clinical ethnography at a camp for youth with Asperger’s syndrome and related autism spectrum conditions, run by a close-knit community of live-action role-playing (LARP) gamers aiming to be inclusive of neurodiversity. Within this alternative culture with its alternative norms, the neurodevelopmental differences associated with Asperger’s took on new and valued meanings and manifestations. The chapter reviews predominant theories about cognition in autism (theory of mind, executive function, and weak central coherence), depicting these attributes not as individual deficits but as collaborative engagements with the physical, cultural, and symbolic materials of the surrounding world. Autism, the chapter proposes, is characterized by a heightened reliance on external systems of organization to create a sense of experiential coherence and to fend off existential threats of meaninglessness and chaos. LARP games offer one such system of organization through their framework of stable, shared narratives, and genre conventions. These resources support interpersonal coordination, bringing together people who share relevant cognitive characteristics into a tenuous but deeply valued community.

Challenging Weak Central Coherence: A Brief Exploration of Neurological Evidence from Visual Processing and Linguistic Studies in Autism Spectrum Disorder

Previous theories have attempted to locate the root cause of Autism Spectrum Disorder (ASD) in terms of a typical central cognitive processes. However, the field of neuroscience is increasingly finding structural and functional differences between autistic and neuro-typical individuals using neuro-imaging technology which either support or challenge earlier cognitive theories. One main area upon which this research has focused is in visuospatial processing, with specific attention to the notion of “weak central coherence” (WCC), which refers to the tendency of individuals with ASD to be unable to interpret “global” information while hyper-focusing on local information. The current paper offers a brief review of findings from selected studies in order to explore available research that challenges the “deficit” characterization of a WCC theory as opposed to a “superiority” characterization of a strong local coherence.

Central coherence and the shaping of expertise in design: evidence from designers with autism spectrum conditions

This paper proposes to contribute to our understanding of the fundamental cognitive processes essential to designing by exploring the experiences of people who have different information processing behaviors to those found in most people. In particular, we focus on people with autism spectrum conditions (ASC) because they are known to have information processing behaviors that are both maladaptive and exceptional. Central to our study is the question: what can we learn from people with ASC about cognitive processes essential to designing? The scholarship on cognitive behaviors associated with the autism spectrum and narratives on the experiences with design practice by individuals with ASC are discussed in relation to cognitive processes associated with designing. In turn, the individuals commented upon the analysis of cognitive processes associated with designing in light of their personal experiences with design practice. We conclude that the weak central coherence theory of autism provides a useful prediction of the cognitive processes necessary for expertise in design, and that both the framework for expertise in design and the way it is studied may require updating.

Understanding the Mind of a Student with Autism in Music Class

This article offers a unique look into the cognitive processes of students with autism spectrum disorder in music classrooms. Concepts include theory of mind, weak central coherence, executive function, joint attention, and social attention. Behavior implications are also examined. Specific examples of support tools for the music classroom are provided.