Attenuation of Change Blindness in Children with Autism Spectrum Disorders

Autor/inn/en	Fletcher-Watson, Sue; Leekam, Susan R.; Connolly, Brenda; Collis, Jess M.; Findlay, John M.; McConachie, Helen; Rodgers, Jacqui
Titel	Attenuation of Change Blindness in Children with Autism Spectrum Disorders
Quelle	In: British Journal of Developmental Psychology, 30 (2012) 3, S.446-458 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-510X
DOI	10.1111/j.2044-835X.2011.02054.x
Schlagwörter	Stimuli; Blindness; Autism; Pervasive Developmental Disorders; Visual Stimuli; Visual Perception; Attention; Social Influences; Children; Adults; Age Differences; Asperger Syndrome; Foreign Countries; Comparative Analysis; Reaction Time; United Kingdom + Suchen Sie Ihr Suchwort? Anreizsystem; Blindheit; Autismus; Visuelle Wahrnehmung; Aufmerksamkeit; Sozialer Einfluss; Child; Kind; Kinder; Age; Difference; Age difference; Altersunterschied; Asperger-Syndrom; Ausland; Reaktionsvermögen; Großbritannien
Abstract	Change blindness refers to the difficulty most people find in detecting a difference between two pictures when these are presented successively, with a brief interruption between. Attention at the site of the change is required for detection. A number of studies have investigated change blindness in adults and children with autism spectrum disorders (ASD). Some have produced evidence that people with ASD find changes to social stimuli harder to detect and changes to non-social stimuli easier to detect, relative to comparison participants. However, other studies have produced entirely contradictory findings. There is a need for consistency in methodology to aid understanding of change blindness and attentional processes in ASD. Here, we replicate a change blindness study previously carried out with typically developing (TD) children and adults and with adults with ASD. Results reveal attenuated change blindness for non-social stimuli in children with ASD relative to TD norms. Our results are interpreted, alongside others' findings, as potentially indicative of a complex relationship between different influences on attention over time. (Contains 3 figures, 2 tables, and 1 footnote.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10