Gaze Following in Children with Autism: Do High Interest Objects Boost Performance?

Autor/inn/en	Thorup, Emilia; Kleberg, Johan Lundin; Falck-Ytter, Terje
Titel	Gaze Following in Children with Autism: Do High Interest Objects Boost Performance?
Quelle	In: Journal of Autism and Developmental Disorders, 47 (2017) 3, S.626-635 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thorup, Emilia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-016-2955-6
Schlagwörter	Autism; Pervasive Developmental Disorders; Eye Movements; Children; Stimuli; Attention Control; Interests; Social Cognition; Foreign Countries; Experiments; Statistical Analysis; Hypothesis Testing; Measures (Individuals); Observation; Diagnostic Tests; Young Children; Intelligence Tests; Cognitive Development; Sweden (Stockholm); Autism Diagnostic Observation Schedule; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Autismus; Augenbewegung; Child; Kind; Kinder; Anreizsystem; Aufmerksamkeitstest; Bildungsinteresse; Soziale Kognition; Ausland; Erprobung; Statistische Analyse; Hypothesenprüfung; Hypothesentest; Messdaten; Beobachtung; Diagnostic test; Diagnostischer Test; Frühe Kindheit; Intelligence test; Intelligenztest; Kognitive Entwicklung
Abstract	This study tested whether including objects perceived as highly interesting by children with autism during a gaze following task would result in increased first fixation durations on the target objects. It has previously been found that autistic children differentiate less between an object another person attends to and unattended objects in terms of this measure. Less differentiation between attended and unattended objects in ASD as compared to control children was found in a baseline condition, but not in the high interest condition. However, typically developing children differentiated less between attended and unattended objects in the high interest condition than in the baseline condition, possibly reflecting reduced influence of gaze cues on object processing when objects themselves are highly interesting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01