Accurate or Assumed: Visual Learning in Children with ASD

Autor/inn/en	Trembath, David; Vivanti, Giacomo; Iacono, Teresa; Dissanayake, Cheryl
Titel	Accurate or Assumed: Visual Learning in Children with ASD
Quelle	In: Journal of Autism and Developmental Disorders, 45 (2015) 10, S.3276-3287 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-015-2488-4
Schlagwörter	Autism; Pervasive Developmental Disorders; Visual Perception; Developmental Delays; Comparative Analysis; Video Technology; Eye Movements; Speech Communication; Visual Stimuli; Pictorial Stimuli; Attention; Correlation; Receptive Language; Cognitive Style + Suchen Sie Ihr Suchwort? Autismus; Visuelle Wahrnehmung; Entwicklungsverzögerung; Augenbewegung; Fantasieanregung; Aufmerksamkeit; Korrelation; Rezeptive Kommunikationsfähigkeit; Cognitive styles; Kognitiver Stil
Abstract	Children with autism spectrum disorder (ASD) are often described as visual learners. We tested this assumption in an experiment in which 25 children with ASD, 19 children with global developmental delay (GDD), and 17 typically developing (TD) children were presented a series of videos via an eye tracker in which an actor instructed them to manipulate objects in speech-only and speech + pictures conditions. We found no group differences in visual attention to the stimuli. The GDD and TD groups performed better when pictures were available, whereas the ASD group did not. Performance of children with ASD and GDD was positively correlated with visual attention and receptive language. We found no evidence of a prominent visual learning style in the ASD group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01