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Intact Reflexive but Deficient Voluntary Social Orienting in Autism Spectrum Disorder

Overview of attention for article published in Frontiers in Neuroscience, December 2015
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Title
Intact Reflexive but Deficient Voluntary Social Orienting in Autism Spectrum Disorder
Published in
Frontiers in Neuroscience, December 2015
DOI 10.3389/fnins.2015.00453
Pubmed ID
Authors

Megan A. Kirchgessner, Alice Z. Chuang, Saumil S. Patel, Anne B. Sereno

Abstract

Impairment in social interactions is a primary characteristic of people diagnosed with autism spectrum disorder (ASD). Although these individuals tend to orient less to naturalistic social cues than do typically developing (TD) individuals, laboratory experiments testing social orienting in ASD have been inconclusive, possibly because of a failure to fully isolate reflexive (stimulus-driven) and voluntary (goal-directed) social orienting processes. The purpose of the present study was to separately examine potential reflexive and/or voluntary social orienting differences in individuals with ASD relative to TD controls. Subjects (ages 7-14) with high-functioning ASD and a matched control group completed three gaze cueing tasks on an iPad in which individuals briefly saw a face with averted gaze followed by a target after a variable delay. Two tasks were 100% predictive with either all congruent (target appears in gaze direction) or all incongruent (target appears opposite from gaze direction) trials, respectively. Another task was non-predictive with these same trials (half congruent and half incongruent) intermixed randomly. Response times (RTs) to the target were used to calculate reflexive (incongruent condition RT-congruent condition RT) and voluntary (non-predictive condition RT-predictive condition RT) gaze cueing effects. Subjects also completed two additional non-social orienting tasks (ProPoint and AntiPoint). Subjects with ASD demonstrate intact reflexive but deficient voluntary gaze following. Similar results were found in a separate test of non-social orienting. This suggests problems with using social cues, but only in a goal-directed fashion, in our sample of high-functioning individuals with ASD. Such findings may not only explain inconclusive previous findings but more importantly be critical for understanding social dysfunctions in ASD and for developing future interventions.

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Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 53 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
United States 1 2%
Unknown 52 98%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 12 23%
Student > Bachelor 6 11%
Researcher 6 11%
Student > Master 6 11%
Student > Doctoral Student 5 9%
Other 7 13%
Unknown 11 21%
Readers by discipline Count As %
Psychology 20 38%
Medicine and Dentistry 6 11%
Neuroscience 5 9%
Nursing and Health Professions 3 6%
Social Sciences 2 4%
Other 4 8%
Unknown 13 25%
Attention Score in Context

Attention Score in Context

This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 01 December 2015.
All research outputs
#22,759,802
of 25,374,917 outputs
Outputs from Frontiers in Neuroscience
#10,137
of 11,541 outputs
Outputs of similar age
#337,486
of 395,418 outputs
Outputs of similar age from Frontiers in Neuroscience
#120
of 136 outputs
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