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Accepted (AM)Open Access (License Unspecified), Open
Journal article
What do children with autism attend to during imitation tasks?
Journal of experimental child psychology, v 101(3), pp 186-205
01 Nov 2008
PMCID: PMC6952170
PMID: 18582895
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
Individuals with autism show a complex profile of differences in imitative ability, including a general deficit in precision of imitating another's actions and special difficulty in imitating nonmeaningful gestures relative to meaningful actions on objects. Given that they also show atypical patterns of visual attention when observing social stimuli, we investigated whether possible differences in visual attention when observing an action to be imitated may contribute to imitative difficulties in autism in both nonmeaningful gestures and meaningful actions on objects. Results indicated that (a) a group of IS high-functioning 8- to 15-year-olds with autistic disorder, in comparison with a matched group of 13 typically developing children, showed Similar patterns Of Visual attention to the demonstrator's action but decreased attention to his face when observing a model to be imitated: (b) nonmeaningful gestures and meaningful actions on objects triggered distinct visual attention patterns that did not differ between groups; (c) the autism group demonstrated reduced imitative precision for both types of imitation; and (d) duration of visual attention to the demonstrator's action was related to imitation precision for nonmeaningful gestures in the autism group. (C) 2008 Elsevier Inc. All rights reserved.
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Details
- Title
- What do children with autism attend to during imitation tasks?
- Creators
- Giacomo Vivanti - MindAparna Nadig - McGill Univ, Sch Commun Sci & Disorders, Montreal, PQ H3G 1A8, CanadaSally Ozonoff - Univ Calif Davis, Davis Med Ctr, MIND Inst, Sacramento, CA 95817 USASally J. Rogers - Univ Calif Davis, Davis Med Ctr, MIND Inst, Sacramento, CA 95817 USA
- Publication Details
- Journal of experimental child psychology, v 101(3), pp 186-205
- Publisher
- Elsevier
- Number of pages
- 20
- Grant note
- U19HD035468 / EUNICE KENNEDY SHRIVER NATIONAL INSTITUTE OF CHILD HEALTH &HUMAN DEVELOPMENT; United States Department of Health & Human Services; National Institutes of Health (NIH) - USA; NIH Eunice Kennedy Shriver National Institute of Child Health & Human Development (NICHD) F32DC007297 / NATIONAL INSTITUTE ON DEAFNESS AND OTHER COMMUNICATION DISORDERS; United States Department of Health & Human Services; National Institutes of Health (NIH) - USA; NIH National Institute on Deafness & Other Communication Disorders (NIDCD) T32MH073124 / NATIONAL INSTITUTE OF MENTAL HEALTH; United States Department of Health & Human Services; National Institutes of Health (NIH) - USA; NIH National Institute of Mental Health (NIMH)
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- A.J. Drexel Autism Institute
- Web of Science ID
- WOS:000260932800003
- Scopus ID
- 2-s2.0-53349175436
- Other Identifier
- 991019295195104721
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- Collaboration types
- Domestic collaboration
- International collaboration
- Web of Science research areas
- Psychology, Developmental
- Psychology, Experimental