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Rat-Fischer L, Plunkett K, von Bayern AMP, Kacelnik A. Object play and problem solving in infancy: Insights into tool use. J Exp Child Psychol 2024; 244:105957. [PMID: 38805863 DOI: 10.1016/j.jecp.2024.105957] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2023] [Revised: 04/12/2024] [Accepted: 04/12/2024] [Indexed: 05/30/2024]
Abstract
Tool use is primarily, but not exclusively, present in species with otherwise advanced cognitive traits. However, the interaction between such traits and conspecific inter-individual variation in the presence, complexity, or intensity of tool use is far from being established. We addressed this matter among human infants, seeking factors that relate to differences in tool use. We examined, both correlationally and experimentally, whether the propensity to engage in object combinations predicts performance in means-end problem-solving tasks involving or not involving the use of a tool. We tested 71 infants aged 15, 18, 21, and 24 months, dividing them into two subgroups: one exposed to an adult demonstrating object-object combinations (i.e., "prompting" infants to combine objects together) and another with comparable social exposure but where the adult demonstrated single-object manipulations. We found a correlation between the combined level of spontaneous and prompted object combinations and problem-solving performance regardless of the involvement of tools in the problem. However, we did not find differences in tool-use performance between the two demonstration subgroups. The correlational analysis suggests that complexity of play, as measured by the frequency of combining objects, is linked to infants' problem-solving skills rather than being specifically associated with tool use, as previously suggested in the literature.
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Affiliation(s)
| | - Kim Plunkett
- Department of Experimental Psychology, University of Oxford, Oxford OX2 6GG, UK
| | - Auguste M P von Bayern
- Max-Planck-Institute for Biological Intelligence, Eberhard-Gwinner-Street, 82319 Seewiesen, Germany
| | - Alex Kacelnik
- Department of Biology, University of Oxford, Oxford OX1 3RB, UK
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2
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Dwyer P, Sillas A, Prieto M, Camp E, Nordahl CW, Rivera SM. Hyper-focus, sticky attention, and springy attention in young autistic children: Associations with sensory behaviors and cognitive ability. Autism Res 2024; 17:1677-1695. [PMID: 38840328 PMCID: PMC11341259 DOI: 10.1002/aur.3174] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2023] [Accepted: 05/20/2024] [Indexed: 06/07/2024]
Abstract
The autistic-developed monotropism account suggests that atypical, domain-general attentional hyper-focus on interests is a central aspect of autism, but domain-general attention differences in autism can manifest differently. Prior research suggests autistic children are often slow to disengage attention from stimuli-a pattern often called "sticky attention"-and that they can show reduced novelty preference. These attentional patterns could influence sensory experiences and learning. We used eye-tracking to investigate novelty preference and "sticky attention" in young autistic children; we also examined whether attentional patterns were related to cognitive abilities and caregiver-reported sensory responsiveness. A total of 46 autistic and 28 nonautistic participants, aged between 2 and 4 years, provided usable data. We found no evidence that autistic children exhibited greater "sticky attention" than nonautistics, but "sticky attention" in autism was associated with more caregiver-reported sensory hyper-responsiveness, seeking/interests, and enhanced perception. Autistic children also nonsignificantly trended toward exhibiting reduced novelty preference. Unexpectedly, the time-course of this trending novelty preference difference implied it was not driven by reduced orienting to novelty, but increased returning to already-familiarized stimuli: what we call "springy attention." Exploratory analyses of data from the attentional disengagement task suggest autistic participants may have exhibited greater "springy attention," though further research with paradigms optimized for measuring this construct should confirm this. Importantly, "springy attention" was robustly related to reduced cognitive abilities and greater caregiver-reported hypo-responsiveness. Thus, this study illuminates two distinct domain-general attentional patterns, each with distinct correlates in young autistic children, which could have important implications for understanding autistic children's learning, development, and experiences.
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Affiliation(s)
- Patrick Dwyer
- Center for Mind and Brain, University of California, Davis, Davis, CA, USA
- Department of Psychology, University of California, Davis, Davis, CA, USA
- MIND Institute, UC Davis Health, Sacramento, CA, USA
- Olga Tennison Autism Research Centre, School of Psychology and Public Health, La Trobe University, Bundoora, VIC, Australia
| | - Andre Sillas
- Center for Mind and Brain, University of California, Davis, Davis, CA, USA
| | - Melanie Prieto
- Center for Mind and Brain, University of California, Davis, Davis, CA, USA
- Department of Psychology, University of California, Santa Cruz, Santa Cruz, CA, USA
| | - Emily Camp
- Center for Mind and Brain, University of California, Davis, Davis, CA, USA
- Department of Psychology, University of California, Davis, Davis, CA, USA
| | - Christine Wu Nordahl
- MIND Institute, UC Davis Health, Sacramento, CA, USA
- Department of Psychiatry and Behavioral Sciences, UC Davis Health, Sacramento, CA, USA
| | - Susan M. Rivera
- Center for Mind and Brain, University of California, Davis, Davis, CA, USA
- Department of Psychology, University of California, Davis, Davis, CA, USA
- MIND Institute, UC Davis Health, Sacramento, CA, USA
- Department of Psychology, University of Maryland, College Park, MD, USA
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Gillooly AE, Riby DM, Durkin K, Rhodes SM. Friendships in Children with Williams Syndrome: Parent and Child Perspectives. J Autism Dev Disord 2024; 54:509-517. [PMID: 36399226 PMCID: PMC10821955 DOI: 10.1007/s10803-022-05807-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/25/2022] [Indexed: 11/19/2022]
Abstract
Although children with Williams syndrome (WS) are strongly socially motivated, many have friendship difficulties. The parents of 21 children with WS and 20 of the children themselves participated in a semi-structured interview about the children's friendships. Parents reported that their child had difficulties sustaining friendships and low levels of interaction with peers. Barriers to friendships included difficulties with play and self-regulating behaviour. However, there was within-group variability, with a small number of children reported to have strong friendships. While parents reported friendship challenges, all of the children named at least one friend, and most said that they had never felt excluded by their peers. Future research is needed to determine optimal ways to support children with WS in their friendships.
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Affiliation(s)
- Amanda E Gillooly
- School of Health and Wellbeing, Gartnaval Royal Hospital, University of Glasgow, 1055 Great Western Road, Glasgow, G12 0XH, Scotland, UK
- School of Psychological Sciences and Health, University of Strathclyde, 40 George Street, Glasgow, G1 1QE, Scotland, UK
| | - Deborah M Riby
- Department of Psychology, Durham University, South Road, Durham, DH1 3LE, England, UK
| | - Kevin Durkin
- School of Psychological Sciences and Health, University of Strathclyde, 40 George Street, Glasgow, G1 1QE, Scotland, UK
| | - Sinéad M Rhodes
- Child Life and Health, Centre for Clinical Brain Sciences, Royal Hospital for Children and Young People, University of Edinburgh, Edinburgh, EH16 4TS, Scotland, UK.
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Mattson JT, Thorne JC, Kover ST. Parental scaffolding in play: A comparison of fetal alcohol spectrum disorders and autism spectrum disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2023; 139:104553. [PMID: 37295127 PMCID: PMC10635817 DOI: 10.1016/j.ridd.2023.104553] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Revised: 05/08/2023] [Accepted: 06/02/2023] [Indexed: 06/12/2023]
Abstract
BACKGROUND Parental support of child play varies based on child needs; however, how parental play level differs from child play level remains an understudied area of research, especially in relation to specific developmental disabilities. AIMS To preliminarily explore differences in child and parent play levels in age- and IQ-matched children with fetal alcohol spectrum disorders (FASD) and autism spectrum disorder (ASD). METHODS and Procedures: Parent-child dyads were recorded during free-play sessions. Parent/child play levels were coded for highest level achieved during each minute of play. Mean play level and dPlay (difference in parent versus child play level) were calculated across play sessions for each dyad. OUTCOMES AND RESULTS On average, parents of children with FASD demonstrated higher levels of play than other parents. Children with FASD demonstrated higher levels of play than their own parents. In contrast, the play level of parents of children with ASD did not differ from their child's. There were no between-group differences in dPlay. CONCLUSIONS AND IMPLICATIONS This preliminary exploratory study suggests that parents of children with developmental disabilities may differentially 'match' their child's play level. Further research on developmental play levels during parent-child play is warranted.
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Affiliation(s)
- Julia T Mattson
- Department of Pediatrics, University of Washington, Seattle, WA, United States of America.
| | - John C Thorne
- Department of Speech & Hearing Sciences, University of Washington, Seattle, WA, United States of America
| | - Sara T Kover
- Department of Speech & Hearing Sciences, University of Washington, Seattle, WA, United States of America
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Westby C. Playing to Pretend or "Pretending" to Play: Play in Children with Autism Spectrum Disorder. Semin Speech Lang 2022; 43:331-346. [PMID: 35896409 DOI: 10.1055/s-0042-1750348] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
Abstract
Children diagnosed with autism spectrum disorder (ASD) exhibit early delays and deficits in play. In infancy, they engage in unusual exploratory behaviors with toys. As toddlers, they are slow to develop functional play, and in preschool some children with ASD fail to develop symbolic play despite having the necessary cognitive and language skills. Furthermore, when children with ASD are engaged in play, they demonstrate less playfulness. This article reviews the literature on the characteristics of exploratory, functional, and symbolic/pretend play in children with ASD and possible reasons for their unusual patterns of play development. Increased quantity and quality of play are frequent therapeutic goals for children with ASD. If play interventions are to be successful, it is critical that speech-language pathologists have an adequate assessment of children's play skills. Several frameworks and tools appropriate for assessing play in typical children and children with ASD are described.
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Affiliation(s)
- Carol Westby
- Bilingual Multicultural Services in Albuquerque, Albuquerque, New Mexico
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Stenum J, Cherry-Allen KM, Pyles CO, Reetzke RD, Vignos MF, Roemmich RT. Applications of Pose Estimation in Human Health and Performance across the Lifespan. SENSORS (BASEL, SWITZERLAND) 2021; 21:7315. [PMID: 34770620 PMCID: PMC8588262 DOI: 10.3390/s21217315] [Citation(s) in RCA: 29] [Impact Index Per Article: 9.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/24/2021] [Revised: 10/29/2021] [Accepted: 10/31/2021] [Indexed: 01/15/2023]
Abstract
The emergence of pose estimation algorithms represents a potential paradigm shift in the study and assessment of human movement. Human pose estimation algorithms leverage advances in computer vision to track human movement automatically from simple videos recorded using common household devices with relatively low-cost cameras (e.g., smartphones, tablets, laptop computers). In our view, these technologies offer clear and exciting potential to make measurement of human movement substantially more accessible; for example, a clinician could perform a quantitative motor assessment directly in a patient's home, a researcher without access to expensive motion capture equipment could analyze movement kinematics using a smartphone video, and a coach could evaluate player performance with video recordings directly from the field. In this review, we combine expertise and perspectives from physical therapy, speech-language pathology, movement science, and engineering to provide insight into applications of pose estimation in human health and performance. We focus specifically on applications in areas of human development, performance optimization, injury prevention, and motor assessment of persons with neurologic damage or disease. We review relevant literature, share interdisciplinary viewpoints on future applications of these technologies to improve human health and performance, and discuss perceived limitations.
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Affiliation(s)
- Jan Stenum
- Center for Movement Studies, Kennedy Krieger Institute, Baltimore, MD 21205, USA;
- Department of Physical Medicine and Rehabilitation, Johns Hopkins University School of Medicine, Baltimore, MD 21205, USA;
| | - Kendra M. Cherry-Allen
- Department of Physical Medicine and Rehabilitation, Johns Hopkins University School of Medicine, Baltimore, MD 21205, USA;
| | - Connor O. Pyles
- Johns Hopkins Applied Physics Laboratory, Laurel, MD 20723, USA; (C.O.P.); (M.F.V.)
| | - Rachel D. Reetzke
- Center for Autism and Related Disorders, Kennedy Krieger Institute, Baltimore, MD 21211, USA;
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, MD 21205, USA
| | - Michael F. Vignos
- Johns Hopkins Applied Physics Laboratory, Laurel, MD 20723, USA; (C.O.P.); (M.F.V.)
| | - Ryan T. Roemmich
- Center for Movement Studies, Kennedy Krieger Institute, Baltimore, MD 21205, USA;
- Department of Physical Medicine and Rehabilitation, Johns Hopkins University School of Medicine, Baltimore, MD 21205, USA;
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Moerman F, Warreyn P, Demurie E, Boterberg S, Vermeirsch J, Roeyers H. Play in Relation to Autism Traits in Young Children at Elevated Likelihood for Autism Spectrum Disorder. J Autism Dev Disord 2021; 53:1413-1430. [PMID: 34668127 DOI: 10.1007/s10803-021-05326-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/04/2021] [Indexed: 11/29/2022]
Abstract
Play of younger siblings of children with autism spectrum disorder (ASD) (siblings; n = 44), very preterm children (preterms; n = 44), and children at typical likelihood for ASD (n = 36) was observed at 24 months. Children with ASD and atypical development engaged less in spontaneous (pre-)symbolic play than typically developing children. Total duration of spontaneous and elicited (pre-)symbolic play was associated with later ASD traits in siblings. However, no association between most play variables and ASD traits was found in preterms. This suggests possible different ASD-trajectories between siblings and preterms. Thus, spontaneous (pre-)symbolic play may be indicative of developmental challenges across several populations, and results highlight the need to move beyond studying only siblings in order to broaden our understanding of ASD.
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Affiliation(s)
- Floor Moerman
- Research in Developmental Disorders Lab, Department of Experimental Clinical and Health Psychology, Ghent University, Henri Dunantlaan 2, 9000, Ghent, Belgium.
| | - Petra Warreyn
- Research in Developmental Disorders Lab, Department of Experimental Clinical and Health Psychology, Ghent University, Henri Dunantlaan 2, 9000, Ghent, Belgium
| | - Ellen Demurie
- Research in Developmental Disorders Lab, Department of Experimental Clinical and Health Psychology, Ghent University, Henri Dunantlaan 2, 9000, Ghent, Belgium
| | - Sofie Boterberg
- Research in Developmental Disorders Lab, Department of Experimental Clinical and Health Psychology, Ghent University, Henri Dunantlaan 2, 9000, Ghent, Belgium
| | - Julie Vermeirsch
- Research in Developmental Disorders Lab, Department of Experimental Clinical and Health Psychology, Ghent University, Henri Dunantlaan 2, 9000, Ghent, Belgium
| | - Herbert Roeyers
- Research in Developmental Disorders Lab, Department of Experimental Clinical and Health Psychology, Ghent University, Henri Dunantlaan 2, 9000, Ghent, Belgium
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Sex-specific behavioral and structural alterations caused by early-life stress in C57BL/6 and BTBR mice. Behav Brain Res 2021; 414:113489. [PMID: 34303728 DOI: 10.1016/j.bbr.2021.113489] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2021] [Revised: 07/06/2021] [Accepted: 07/21/2021] [Indexed: 11/21/2022]
Abstract
Lately, the development of various mental illnesses, such as depression, personality disorders, and autism spectrum disorders, is often associated with traumatic events in childhood. Nonetheless, the mechanism giving rise to this predisposition is still unknown. Because the development of a disease often depends on a combination of a genetic background and environment, we decided to evaluate the effect of early-life stress on BTBR mice, which have behavioral, neuroanatomical, and physiological features of autism spectrum disorders. As early-life stress, we used prolonged separation of pups from their mothers in the first 2 weeks of life (3 h once a day). We assessed effects of the early-life stress on juvenile (postnatal day 23) and adolescent (postnatal days 37-38) male and female mice of strains C57BL/6 (B6) and BTBR. We found that in both strains, the early-life stress did not lead to changes in the level of social behavior, which is an important characteristic of autism-related behavior. Nonetheless, the early-life stress resulted in increased locomotor activity in juvenile BTBR mice. In adolescent mice, the stress early in life caused a low level of anxiety in B6 males and BTBR females and increased exploratory activity in adolescent BTBR males and females. In addition, adolescent B6 male and female mice with a history of the early-life stress tended to have a thinner motor cortex as assessed by magnetic resonance imaging. As compared to B6 mice, BTBR mice showed reduced levels of social behavior and exploratory activity but their level of locomotor activity was higher. BTBR mice had smaller whole-brain, cortical, and dorsal hippocampal volumes; decreased motor cortex thickness; and increased ventral-hippocampus volume as compared to B6 mice, and these parameters correlated with the level of exploratory behavior of BTBR mice. Overall, the effects of early postnatal stress are sex- and strain-dependent.
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Influence of Ideational Praxis on the Development of Play and Adaptive Behavior of Children with Autism Spectrum Disorder: A Comparative Analysis. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18115704. [PMID: 34073380 PMCID: PMC8197801 DOI: 10.3390/ijerph18115704] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/22/2021] [Revised: 05/08/2021] [Accepted: 05/24/2021] [Indexed: 11/16/2022]
Abstract
BACKGROUND Traditionally, assessment of praxis skills in children with ASD has focused on the evaluation of aspects related to the planning and execution of actions. This study aimed to evaluate the ideational abilities of children with ASD and analyze possible relationships with the development of play and adaptive behaviors. METHODS 40 children between 4 to 6 years (TD = 20; ASD = 20) were evaluated with the Test of Ideational Praxis, the Revised Knox Preschool Play Scale, and the Adaptive Behavior Assessment System II. RESULTS Statistically significant relationships were obtained between ideational praxis and play skills development (r = 0.649; p = 0.01), adaptive leisure behavior (r = 0.338; p = 0.04) and social adaptive behavior (r = 0.319; p = 0.04). Results of multiple linear regression models found a linear relationship between ideational praxis and play development (p = 0.005) and adaptive leisure skills (p = 0.004), but not with social interaction skills (p > 0.05). CONCLUSIONS Objective evaluation with a specific ideational praxis assessment facilitates understanding of the ideational abilities and widens understanding of praxis skills and their impact on play and adaptive behaviors in children with ASD.
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