Attentional learning helps language acquisition take shape for atypically developing children, not just children with Autism Spectrum Disorders

The shape bias-generalising labels to same shaped objects-has been linked to attentional learning or referential intent. We explore these origins in children with typical development (TD), autism spectrum disorders (ASD) and other developmental disorders (DD). In two conditions, a novel object was presented and either named or described. Children selected another from a shape, colour or texture match. TD children choose the shape match in both conditions, children with DD and 'high-verbal mental age' (VMA) children with ASD (language age > 4.6) did so in the name condition and 'low-VMA' children with ASD never showed the heuristic. Thus, the shape bias arises from attentional learning in atypically developing children and is delayed in ASD

Are Children with Autism Spectrum Disorder Initially Attuned to Object Function Rather Than Shape for Word Learning?

We investigate the function bias-generalising words to objects with the same function-in typically developing (TD) children, children with autism spectrum disorder (ASD) and children with other developmental disorders. Across four trials, a novel object was named and its function was described and demonstrated. Children then selected the other referent from a shape match (same shape, different function) and function match (same function, different shape) object. TD children and children with ASD were 'function biased', although further investigation established that having a higher VMA facilitated function bias understanding in TD children, but having a lower VMA facilitated function bias understanding in children with ASD. This suggests that children with ASD are initially attuned to object function, not shape

Brief report: Comparability of DSM-IV and DSM5 ASD research samples

Abstract Diagnostic and Statistical Manual (DSM-5) criteria for ASD have been criticized for being too restrictive, especially for more cognitively-able individuals. It is unclear, however, if high-functioning individuals deemed eligible for research via standardized diagnostic assessments would meet DSM-5 criteria. This study investigated the impact of DSM-5 on the diagnostic status of 498 high-functioning participants with ASD research diagnoses. The percent of participants satisfying all DSM-5-requirements varied significantly with reliance on data from the Autism Diagnostic Observation Schedule (ADOS; 33 %) versus Autism Diagnostic Interview-Revised (ADI-R; 83 %), highlighting the impact of diagnostic methodology on ability to document DSM-5 symptoms. Utilizing combined ADOS/ADI-R data, 93 % of participants met DSM-5 criteria, which suggests likely continuity between DSM-IV and DSM-5 research samples characterized with these instruments in combination

Reduced set averaging of face identity in children and adolescents with autism

Individuals with autism have difficulty abstracting and updating average representations from their diet of faces. These averages function as perceptual norms for coding faces, and poorly calibrated norms may contribute to face recognition difficulties in autism. Another kind of average, known as an ensemble representation, can be abstracted from briefly glimpsed sets of faces. Here we show for the first time that children and adolescents with autism also have difficulty abstracting ensemble representations from sets of faces. On each trial, participants saw a study set of four identities and then indicated whether a test face was present. The test face could be a set average or a set identity, from either the study set or another set. Recognition of set averages was reduced in participants with autism, relative to age- and ability-matched typically developing participants. This difference, which actually represents more accurate responding, indicates weaker set averaging and thus weaker ensemble representations of face identity in autism. Our finding adds to the growing evidence for atypical abstraction of average face representations from experience in autism. Weak ensemble representations may have negative consequences for face processing in autism, given the importance of ensemble representations in dealing with processing capacity limitations