4.2 Article

Eye movements affirm: automatic overt gaze and arrow cueing for typical adults and adults with autism spectrum disorder

期刊

EXPERIMENTAL BRAIN RESEARCH
卷 201, 期 2, 页码 155-165

出版社

SPRINGER
DOI: 10.1007/s00221-009-2019-7

关键词

Gaze following; Gaze cueing; Oculomotor inhibition; Autism; Eye movements; Social attention

资金

  1. Wolfson Research Institute, Durham University, UK

向作者/读者索取更多资源

People with autism spectrum disorder (ASD) show reduced interest towards social aspects of the environment and a lesser tendency to follow other people's gaze in the real world. However, most studies have shown that people with ASD do respond to eye-gaze cues in experimental paradigms, though it is possible that this behaviour is based on an atypical strategy. We tested this possibility in adults with ASD using a cueing task combined with eye-movement recording. Both eye gaze and arrow pointing distractors resulted in overt cueing effects, both in terms of increased saccadic reaction times, and in proportions of saccades executed to the cued direction instead of to the target, for both participant groups. Our results confirm previous reports that eye gaze cues as well as arrow cues result in automatic orienting of overt attention. Moreover, since there were no group differences between arrow and eye gaze cues, we conclude that overt attentional orienting in ASD, at least in response to centrally presented schematic directional distractors, is typical.

作者

我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。

评论

主要评分

4.2
评分不足

次要评分

新颖性
-
重要性
-
科学严谨性
-
评价这篇论文

推荐

Article Education & Educational Research

Knowledgeable but not specialist: Virtual School Heads' experiences of supporting autistic children in care

Jennifer Pickles, Sarah Parsons, Hanna Kovshoff

Summary: This qualitative study explores the experiences of Virtual School Heads (VSHs) in supporting autistic children in care. The study found that VSHs often have uncertain knowledge about autism and struggle to ensure appropriate support and educational provision for these children. Communication and support are particularly challenging due to the liminal roles of the VSH and the children they support. Authentic gathering and holistic understanding of young people's views are crucial for informed provision and improvement.

OXFORD REVIEW OF EDUCATION (2023)

Article Psychology, Biological

Experiencing misinformation: The effect of pre-exposure warnings and debunking on psychic beliefs

Gustav Kuhn, Jeniffer Ortega, Keir Simmons, Cyril Thomas, Christine Mohr

Summary: This study examines the cognitive mechanism behind misinformation and its impact on belief. Using fake psychic demonstrations, the researchers found that even when warned, participants still increased their psychic beliefs after witnessing the performance. However, providing alternative explanations about the deceptive methods mitigated this effect. The realization of deception significantly reduced participants' psychic beliefs immediately after the performance and remained reduced even one week later.

QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY (2023)

Article Clinical Neurology

Long-term methylphenidate exposure and 24-hours blood pressure and left ventricular mass in adolescents and young adults with attention deficit hyperactivity disorder

J. K. Buitelaar, G. H. H. Van de Loo-Neus, L. Hennissen, C. U. Greven, P. J. Hoekstra, P. Nagy, A. Ramos-Quiroga, E. Rosenthal, S. Kabir, K. K. C. Man, Wong Ic, D. Coghill

Summary: This study examines the long-term use of methylphenidate in adolescents and young adults with ADHD and its effects on blood pressure and left ventricular mass. The results suggest that long-term methylphenidate use is associated with slight increases in systolic blood pressure and heart rate during the day, but does not significantly affect left ventricular mass.

EUROPEAN NEUROPSYCHOPHARMACOLOGY (2022)

Article Education, Special

Short Report: Outcomes for siblings associated with sub-groups of autistic children with intellectual disability identified by latent profile analysis

Louise Rixon, Richard P. Hastings, Hanna Kovshoff, Tom Bailey

Summary: Recent research suggests that having a brother or sister with autism may have both positive and negative impacts on the siblings' emotional and psychological well-being. This study used a multidimensional data analysis method to further understand the outcomes for siblings of autistic children. The findings indicate that the levels of intellectual disability, behavioral and emotional problems, and adaptive skills vary among different profile groups, and the conflict in sibling relationships differs across these groups.

RESEARCH IN DEVELOPMENTAL DISABILITIES (2022)

Article Psychology, Experimental

A balanced view of impossible aesthetics: An empirical investigation of how impossibility relates to our enjoyment of magic tricks

Steven E. Bagienski, Gustav Kuhn

Summary: The study used a balancing magic trick to examine the relationship between participants' enjoyment and perceived impossibility. Regression analysis revealed that participants' enjoyment of the magic trick relates to their perceived impossibility, independent of how much they enjoy magic in general. Participants enjoyed the performance more as the trick became more impossible. However, once the magical effect was anticipated, enjoyment plateaued while perceived impossibility continued to increase.

I-PERCEPTION (2023)

Article Education & Educational Research

Using a collaborative working group model to develop an ADHD resource for school staff

Rebecca J. Ward, Hanna Kovshoff, Jana Kreppner

Summary: Inclusive education for children with ADHD faces challenges due to lack of professional development and practical strategies. A collaborative working group explored an alternative method of ADHD resourcing through knowledge co-construction. The framework enabled reflection on starting conditions, context and system dynamics, participant voices and power dynamics, and knowledge production. This collaboration addressed the research-practice gap and empowered school staff to create evidence-based knowledge tailored to their context.

BRITISH EDUCATIONAL RESEARCH JOURNAL (2023)

Review Education & Educational Research

Creative methods developed to facilitate the voices of children and young people with complex needs about their education: A systematic review and conceptual analysis of voice

Stephanie Lewis-Dagnell, Sarah Parsons, Hanna Kovshoff

Summary: This systematic literature review explores the creative methods developed and used to facilitate the voices of children and young people with complex needs in sharing their views about their educational experiences. The findings emphasize the importance of multi-modal, flexible approaches that require collaboration with children, families, and practitioners to co-construct knowledge.

EDUCATIONAL RESEARCH REVIEW (2023)

Article Social Work

'They are always in the top of our mind': Designated Teachers' views on supporting care experienced children in England

Lynn De La Fosse, Sarah Parsons, Hanna Kovshoff

Summary: It is important to understand the challenges and opportunities in providing improved support for care experienced children, as they are at substantial risk for poor educational outcomes. This study explores the views and experiences of Designated Teachers in England through in-depth interviews during the COVID-19 pandemic. The findings highlight the role of systemic working and targeted support in enacting change, and identify various facilitators and barriers to role fulfilment, such as multi-agency working and competing roles and responsibilities. Implications for professionals and suggestions for future research are discussed.

CHILDREN & SOCIETY (2023)

Article Psychology, Biological

Unexpected sounds inhibit the movement of the eyes during reading and letter scanning

Martin R. R. Vasilev, Michael Lowman, Katherine Bills, Fabrice B. R. Parmentier, Julie A. A. Kirkby

Summary: Novel sounds can cause distraction and temporarily pause eye movements, indicating a global suppressive effect on eye-movement control. This effect is independent of lexical processing and is observed in both reading and letter scanning tasks.

PSYCHOPHYSIOLOGY (2023)

Article Education & Educational Research

Children's Reading of Sublexical Units in Years Three to Five: A Combined Analysis of Eye-Movements and Voice Recording

Victoria I. Adedeji, Julie A. Kirkby, Martin R. Vasilev, Timothy J. Slattery

Summary: This study examined the trajectory of syllable use in developing English readers during oral reading. The results showed that fifth graders had shorter gaze duration, shorter articulation duration, and larger spatial eye-voice span compared to fourth graders. Gaze duration was influenced by syllable number, while articulation duration and spatial eye-voice span were not affected.

SCIENTIFIC STUDIES OF READING (2023)

Article Sociology

'I am Lil': Enabling Autistic Voices in Transitions from School to Adult Life through the Co-Creation of a Digital Story

Asha Ward, Sarah Parsons, Hanna Kovshoff

Summary: The digital storytelling project aims to give autistic children a platform to express themselves and challenge the underestimation and neglect they often face. Through short videos, the project showcases the strengths, abilities, and personalities of autistic children, helping them integrate into society.

SOCIOLOGICAL RESEARCH ONLINE (2023)

Article Pediatrics

Remote Recruitment Strategy and Structured E-Parenting Support (STEPS) App: Feasibility and Usability Study

Katarzyna Kostyrka-Allchorne, Petrina Chu, Claire Ballard, Nancy Lean, Blandine French, Ellen Hedstrom, Sarah Byford, Samuele Cortese, David Daley, Johnny Downs, Cristine Glazebrook, Kimberley Goldsmith, Charlotte L. Hall, Hanna Kovshoff, Jana Kreppner, Kapil Sayal, James Shearer, Emily Simonoff, Margaret Thompson, Edmund J. S. Sonuga-Barke

Summary: This study aimed to adapt a digital routine clinical monitoring system, myHealthE, for research purposes, test remote methods for participant screening and identification, and explore the usability of the STEPS app. The results show that remote recruitment and study procedures are feasible and acceptable for parents, and that STEPS is considered a useful and easy-to-use digital parenting support tool.

JMIR PEDIATRICS AND PARENTING (2023)

Article Psychology, Multidisciplinary

Experiencing the Improbable: How Does the Objective Probability of a Magic Trick Occurring Influence a Spectator's Experience?

Gustav Kuhn, Alice Pailhes, Joshua Jay, Max Lukian

Summary: This research examines whether the probability of a magic trick occurring by chance affects people's experience of the trick. The results suggest that the objective probability does not significantly impact how much people enjoy the trick or how impressed they are by it, but it does influence their perception of the trick's difficulty and their ability to explain it.

DECISION-WASHINGTON (2023)

Article Psychiatry

Long-term safety of methylphenidate in children and adolescents with ADHD: 2-year outcomes of the Attention Deficit Hyperactivity Disorder Drugs Use Chronic Effects (ADDUCE) study

Kenneth K. C. Man, Alexander Hage, Tobias Banaschewski, Sarah K. Inglis, Jan Buitelaar, Sara Carucci, Marina Danckaerts, Ralf W. Dittmann, Bruno Falissard, Peter Garas, Chris Hollis, Kerstin Konrad, Hanna Kovshoff, Elizabeth Liddle, Suzanne McCarthy, Antje Neubert, Peter Nagy, Eric Rosenthal, Edmund J. S. Sonuga-Barke, Alessandro Zuddas, Ian C. K. Wong, David Coghill

Summary: This study aimed to investigate the long-term safety of methylphenidate in children and adolescents. The results showed that methylphenidate treatment for 2 years is safe and does not affect growth. However, regular monitoring of pulse rate and blood pressure is required due to the small changes observed.

LANCET PSYCHIATRY (2023)

Article Education & Educational Research

Understanding holistic and unique childhoods: knowledge generation in the early years with autistic children, families and practitioners

Sarah Parsons, Hanna Kovshoff, Efstathia Karakosta, Kathryn Ivil

Summary: Understanding the knowledge of children with special educational needs and disabilities, as well as their families, is crucial for educational transition planning. Traditional processes and assessments often overlook their perspectives and overemphasize professional knowledge. In a project involving young autistic children, their families, and practitioners, the creation of Digital Stories allowed for contributions of practical knowledge from parents and practitioners and embodied knowledge from the children. The analysis of these stories provided insights into the children's voices, interests, and capabilities, moving beyond difficulties and challenges. These stories could serve as an important tool for professionals and families in supporting children's transitions.

EARLY YEARS (2023)

暂无数据