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AutorenAllen, Melissa L.; Chambers, Alison
TitelImplicit and Explicit Understanding of Ambiguous Figures by Adolescents with Autism Spectrum Disorder
QuelleIn: Autism: The International Journal of Research and Practice, 15 (2011) 4, S.457-472 (16 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1362-3613
DOI10.1177/1362361310393364
SchlagwörterAutism; Figurative Language; Adolescents; Pervasive Developmental Disorders; Cognitive Processes; Visual Perception; Visual Stimuli; Pictorial Stimuli; Foreign Countries; Freehand Drawing; United Kingdom (England)
AbstractChildren with autism spectrum disorder (ASD) can process both interpretations of an ambiguous figure (e.g. rabbit/duck) when told about the ambiguity, however they tend not to do so spontaneously. Here we show that although adolescents with ASD can explicitly experience such "reversals", implicit measures suggest they are conceptually processing the images differently from learning disabled peers. Participants copied the same ambiguous figures under different contextual conditions, both before and after reversal experience. Results suggest that adolescents with ASD are not influenced by contextual information when copying ambiguous drawings, since they produce similar pictures before and after reversal, compared with controls. This research has implications for how individuals with ASD understand multiple representations and supports the Enhanced Perceptual Functioning theory. (Contains 4 figures.) (As Provided).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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