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Perra O, Winstanley A, Sperotto R, Gattis M. Attention control in preterm and term 5-month-old infants: Cross-task stability increases with gestational age. INFANCY 2024; 29:437-458. [PMID: 38244203 DOI: 10.1111/infa.12574] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/22/2024]
Abstract
Cross-task stability refers to performance consistency across different settings and measures of the same construct. Cross-task stability can help us understand developmental processes, including how risks such as preterm birth affect outcomes. We investigated cross-task stability of attention control in 32 preterm and 39 term infants. All infants had the same chronological age at time of testing (5 months) but varied in gestational age (GA) at birth (30-42 weeks). Infants completed an experimental attention following task with a researcher and a naturalistic play observation with their mothers. Both preterm and term infants demonstrated attention following in the experimental task. GA and flexibility of attention were related: the likelihood of no turn trials decreased with increasing GA. To evaluate cross-task stability, we compared attention performance in the experimental and naturalistic settings. Flexible attention shifts on the experimental task were positively related to attention to objects in the naturalistic observation. Furthermore, the association between flexible attention shifts on the experimental task and attention to objects in the naturalistic observation was moderated by GA. Our study provides initial evidence that the consolidation of attention control increases with GA. These findings highlight the value of comparing experimental and observational measures of attention.
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Affiliation(s)
- Oliver Perra
- School of Nursing and Midwifery, Queen's University Belfast, Belfast, UK
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2
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Fu X, Platt E, Shic F, Bradshaw J. Infant Social Attention Associated with Elevated Likelihood for Autism Spectrum Disorder: A Multi-Method Comparison. J Autism Dev Disord 2024:10.1007/s10803-024-06360-z. [PMID: 38678515 DOI: 10.1007/s10803-024-06360-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/16/2024] [Indexed: 05/01/2024]
Abstract
PURPOSE The study aimed to compare eye tracking (ET) and manual coding (MC) measures of attention to social and nonsocial information in infants with elevated familial likelihood (EL) of autism spectrum disorder (ASD) and low likelihood of ASD (LL). ET provides a temporally and spatially sensitive tool for measuring gaze allocation. Existing evidence suggests that ET is a promising tool for detecting distinct social attention patterns that may serve as a biomarker for ASD. However, ET is prone to data loss, especially in young EL infants. METHODS To increase evidence for ET as a viable tool for capturing atypical social attention in EL infants, the current prospective, longitudinal study obtained ET and MC measures of social and nonsocial attention in 25 EL and 47 LL infants at several time points between 3 and 24 months of age. RESULTS ET data was obtained with a satisfactory success rate of 95.83%, albeit with a higher degree of data loss compared to MC. Infant age and ASD likelihood status did not impact the extent of ET or MC data loss. There was a significant positive association between the ET and MC measures of attention, and separate analyses of attention using ET and AC measures yielded comparable findings. These analyses indicated group differences (EL vs. LL) in age-related change in attention to social vs. nonsocial information. CONCLUSION Together, the findings support infant ET as a promising approach for identifying very early markers associated with ASD likelihood.
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Affiliation(s)
- Xiaoxue Fu
- Department of Psychology, University of South Carolina, Columbia, SC, USA.
| | - Emma Platt
- Department of Psychology, University of South Carolina, Columbia, SC, USA
| | - Frederick Shic
- Center for Child Health, Behavior and Development, Seattle Children's Research Institute, Seattle, WA, USA
- Department of Pediatrics, University of Washington School of Medicine, Seattle, WA, USA
| | - Jessica Bradshaw
- Department of Psychology, University of South Carolina, Columbia, SC, USA
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3
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Bánki A, Köster M, Cichy RM, Hoehl S. Communicative signals during joint attention promote neural processes of infants and caregivers. Dev Cogn Neurosci 2024; 65:101321. [PMID: 38061133 PMCID: PMC10754706 DOI: 10.1016/j.dcn.2023.101321] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2023] [Revised: 10/13/2023] [Accepted: 11/04/2023] [Indexed: 01/01/2024] Open
Abstract
Communicative signals such as eye contact increase infants' brain activation to visual stimuli and promote joint attention. Our study assessed whether communicative signals during joint attention enhance infant-caregiver dyads' neural responses to objects, and their neural synchrony. To track mutual attention processes, we applied rhythmic visual stimulation (RVS), presenting images of objects to 12-month-old infants and their mothers (n = 37 dyads), while we recorded dyads' brain activity (i.e., steady-state visual evoked potentials, SSVEPs) with electroencephalography (EEG) hyperscanning. Within dyads, mothers either communicatively showed the images to their infant or watched the images without communicative engagement. Communicative cues increased infants' and mothers' SSVEPs at central-occipital-parietal, and central electrode sites, respectively. Infants showed significantly more gaze behaviour to images during communicative engagement. Dyadic neural synchrony (SSVEP amplitude envelope correlations, AECs) was not modulated by communicative cues. Taken together, maternal communicative cues in joint attention increase infants' neural responses to objects, and shape mothers' own attention processes. We show that communicative cues enhance cortical visual processing, thus play an essential role in social learning. Future studies need to elucidate the effect of communicative cues on neural synchrony during joint attention. Finally, our study introduces RVS to study infant-caregiver neural dynamics in social contexts.
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Affiliation(s)
- Anna Bánki
- University of Vienna, Faculty of Psychology, Vienna, Austria.
| | - Moritz Köster
- University of Regensburg, Institute for Psychology, Regensburg, Germany; Freie Universität Berlin, Faculty of Education and Psychology, Berlin, Germany
| | | | - Stefanie Hoehl
- University of Vienna, Faculty of Psychology, Vienna, Austria
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4
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Portugal AM, Viktorsson C, Taylor MJ, Mason L, Tammimies K, Ronald A, Falck-Ytter T. Infants' looking preferences for social versus non-social objects reflect genetic variation. Nat Hum Behav 2024; 8:115-124. [PMID: 38012276 PMCID: PMC10810753 DOI: 10.1038/s41562-023-01764-w] [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: 02/21/2022] [Accepted: 10/12/2023] [Indexed: 11/29/2023]
Abstract
To what extent do individual differences in infants' early preference for faces versus non-facial objects reflect genetic and environmental factors? Here in a sample of 536 5-month-old same-sex twins, we assessed attention to faces using eye tracking in two ways: initial orienting to faces at the start of the trial (thought to reflect subcortical processing) and sustained face preference throughout the trial (thought to reflect emerging attention control). Twin model fitting suggested an influence of genetic and unique environmental effects, but there was no evidence for an effect of shared environment. The heritability of face orienting and preference were 0.19 (95% confidence interval (CI) 0.04 to 0.33) and 0.46 (95% CI 0.33 to 0.57), respectively. Face preference was associated positively with later parent-reported verbal competence (β = 0.14, 95% CI 0.03 to 0.25, P = 0.014, R2 = 0.018, N = 420). This study suggests that individual differences in young infants' selection of perceptual input-social versus non-social-are heritable, providing a developmental perspective on gene-environment interplay occurring at the level of eye movements.
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Affiliation(s)
- Ana Maria Portugal
- Development and Neurodiversity Lab (DIVE), Department of Psychology, Uppsala University, Uppsala, Sweden.
- Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women's and Childrn's Health, Karolinska Institutet & Stockholm Health Care Services, Stockholm, Sweden.
| | - Charlotte Viktorsson
- Development and Neurodiversity Lab (DIVE), Department of Psychology, Uppsala University, Uppsala, Sweden
| | - Mark J Taylor
- Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Stockholm, Sweden
| | - Luke Mason
- Department of Forensic and Neurodevelopmental Sciences, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, UK
| | - Kristiina Tammimies
- Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women's and Childrn's Health, Karolinska Institutet & Stockholm Health Care Services, Stockholm, Sweden
- Astrid Lindgren Children's Hospital, Karolinska University Hospital, Stockholm, Sweden
| | - Angelica Ronald
- School of Psychology, Faculty of Health and Medical Sciences, University of Surrey, Guildford, UK
| | - Terje Falck-Ytter
- Development and Neurodiversity Lab (DIVE), Department of Psychology, Uppsala University, Uppsala, Sweden.
- Center of Neurodevelopmental Disorders (KIND), Centre for Psychiatry Research, Department of Women's and Childrn's Health, Karolinska Institutet & Stockholm Health Care Services, Stockholm, Sweden.
- Swedish Collegium for Advanced Study, Uppsala, Sweden.
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5
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Frazier TW, Busch RM, Klaas P, Lachlan K, Jeste S, Kolevzon A, Loth E, Harris J, Speer L, Pepper T, Anthony K, Graglia JM, Delagrammatikas CG, Bedrosian-Sermone S, Smith-Hicks C, Huba K, Longyear R, Green-Snyder L, Shic F, Sahin M, Eng C, Hardan AY, Uljarević M. Development of webcam-collected and artificial-intelligence-derived social and cognitive performance measures for neurodevelopmental genetic syndromes. AMERICAN JOURNAL OF MEDICAL GENETICS. PART C, SEMINARS IN MEDICAL GENETICS 2023; 193:e32058. [PMID: 37534867 PMCID: PMC10543620 DOI: 10.1002/ajmg.c.32058] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/22/2023] [Accepted: 07/19/2023] [Indexed: 08/04/2023]
Abstract
This study focused on the development and initial psychometric evaluation of a set of online, webcam-collected, and artificial intelligence-derived patient performance measures for neurodevelopmental genetic syndromes (NDGS). Initial testing and qualitative input was used to develop four stimulus paradigms capturing social and cognitive processes, including social attention, receptive vocabulary, processing speed, and single-word reading. The paradigms were administered to a sample of 375 participants, including 163 with NDGS, 56 with idiopathic neurodevelopmental disability (NDD), and 156 neurotypical controls. Twelve measures were created from the four stimulus paradigms. Valid completion rates varied from 87 to 100% across measures, with lower but adequate completion rates in participants with intellectual disability. Adequate to excellent internal consistency reliability (α = 0.67 to 0.95) was observed across measures. Test-retest reproducibility at 1-month follow-up and stability at 4-month follow-up was fair to good (r = 0.40-0.73) for 8 of the 12 measures. All gaze-based measures showed evidence of convergent and discriminant validity with parent-report measures of other cognitive and behavioral constructs. Comparisons across NDGS groups revealed distinct patterns of social and cognitive functioning, including people with PTEN mutations showing a less impaired overall pattern and people with SYNGAP1 mutations showing more attentional, processing speed, and social processing difficulties relative to people with NFIX mutations. Webcam-collected performance measures appear to be a reliable and potentially useful method for objective characterization and monitoring of social and cognitive processes in NDGS and idiopathic NDD. Additional validation work, including more detailed convergent and discriminant validity analyses and examination of sensitivity to change, is needed to replicate and extend these observations.
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Affiliation(s)
- Thomas W Frazier
- Department of Psychology, John Carroll University, University Heights, Ohio, USA
- Departments of Pediatrics and Psychiatry, SUNY Upstate Medical University, Syracuse, New York, USA
| | - Robyn M Busch
- Department of Neurology, Neurological Institute, Cleveland Clinic, Cleveland, Ohio, USA
- Genomic Medicine Institute, Lerner Research Institute, Cleveland Clinic, Cleveland, Ohio, USA
| | - Patricia Klaas
- Department of Neurology, Neurological Institute, Cleveland Clinic, Cleveland, Ohio, USA
| | - Katherine Lachlan
- Human Genetics and Genomic Medicine, Faculty of Medicine, University of Southampton and Wessex Clinical Genetics Service, University Hospital Southampton NHS Foundation Trust, Southampton, UK
| | - Shafali Jeste
- Division of Neurology, Children's Hospital of Los Angeles, Los Angeles, California, USA
| | - Alexander Kolevzon
- Departments of Psychiatry and Pediatrics, Seaver Autism Center for Research and Treatment, Icahn School of Medicine at Mount Sinai, New York, New York, USA
| | - Eva Loth
- Department of Forensic and Neurodevelopmental Science, Institute of Psychiatry, Psychology and Neuroscience, Kings College London, London, UK
| | - Jacqueline Harris
- Department of Neurology, Kennedy Krieger Institute and Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
| | | | - Tom Pepper
- PTEN Research Foundation, Cheltenham, UK
| | - Kristin Anthony
- PTEN Hamartoma Tumor Syndrome Foundation, Huntsville, Alabama, USA
| | | | | | | | - Constance Smith-Hicks
- Department of Neurology, Kennedy Krieger Institute and Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
| | - Katie Huba
- Department of Psychology, John Carroll University, University Heights, Ohio, USA
| | | | | | - Frederick Shic
- Department of Pediatrics, University of Washington and Seattle Children's Research Institute, Seattle, Washington, USA
| | - Mustafa Sahin
- Rosamund Stone Zander Translational Neuroscience Center, Department of Neurology, Boston Children's Hospital and Harvard Medical School, Boston, Massachusetts, USA
| | - Charis Eng
- Genomic Medicine Institute, Lerner Research Institute, Cleveland Clinic, Cleveland, Ohio, USA
| | - Antonio Y Hardan
- Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, California, USA
| | - Mirko Uljarević
- Department of Psychiatry and Behavioral Sciences, Stanford University, Stanford, California, USA
- Melbourne School of Psychological Sciences, Faculty of Medicine, Dentistry, and Health Sciences, The University of Melbourne, Melbourne, Victoria, Australia
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Mundy P. Research on social attention in autism and the challenges of the research domain criteria (RDoC) framework. Autism Res 2023; 16:697-712. [PMID: 36932883 DOI: 10.1002/aur.2910] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2022] [Accepted: 02/22/2023] [Indexed: 03/19/2023]
Abstract
The fuzzy nature of categories of psychopathology, such as autism, leads to significant research challenges. Alternatively, focusing research on the study of a common set of important and well-defined psychological constructs across psychiatric conditions may make the fundamental etiological processes of psychopathology easier to discern and treat (Cuthbert, 2022). The development of the research domain criteria (RDoC) framework is designed to guide this new research approach (Insel et al., 2010). However, progress in research may be expected to continually refine and reorganize the understanding of the specifics of these mental processes (Cuthbert & Insel, 2013). Moreover, knowledge gleaned from the study of both normative and atypical development can be mutually informative in the evolution of our understanding of these fundamental processes. A case in point is the study of social attention. This Autism 101 commentary provides an educational summary of research over the last few decades indicates that social attention is major construct in the study of human social-cognitive development, autism and other forms of psychopathology. The commentary also describes how this research can inform the Social Process dimension of the RDoC framework.
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Affiliation(s)
- Peter Mundy
- School of Education, Department of Psychiatry and the MIND Institute, University of California at Davis, Davis, California, USA
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7
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Falck-Ytter T, Kleberg JL, Portugal AM, Thorup E. Social Attention: Developmental Foundations and Relevance for Autism Spectrum Disorder. Biol Psychiatry 2022:S0006-3223(22)01695-X. [PMID: 36639295 DOI: 10.1016/j.biopsych.2022.09.035] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/20/2021] [Revised: 08/27/2022] [Accepted: 09/27/2022] [Indexed: 01/15/2023]
Abstract
The use of the term "social attention" (SA) in the cognitive neuroscience and developmental psychopathology literature has increased exponentially in recent years, in part motivated by the aim to understand the early development of autism spectrum disorder (ASD). Unfortunately, theoretical discussions around the term have lagged behind its various uses. Here, we evaluate SA through a review of key candidate SA phenotypes emerging early in life, from newborn gaze cueing and preference for face-like configurations to later emerging skills such as joint attention. We argue that most of the considered SA phenotypes are unlikely to represent unique socioattentional processes and instead have to be understood in the broader context of bottom-up and emerging top-down (domain-general) attention. Some types of SA behaviors (e.g., initiation of joint attention) are linked to the early development of ASD, but this may reflect differences in social motivation rather than attention per se. Several SA candidates are not linked to ASD early in life, including the ones that may represent uniquely socioattentional processes (e.g., orienting to faces, predicting others' manual action goals). Although SA may be a useful superordinate category under which one can organize certain research questions, the widespread use of the term without proper definition is problematic. Characterizing gaze patterns and visual attention in social contexts in infants at elevated likelihood of ASD may facilitate early detection, but conceptual clarity regarding the underlying processes at play is needed to sharpen research questions and identify potential targets for early intervention.
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Affiliation(s)
- Terje Falck-Ytter
- Development and Neurodiversity Lab, Department of Psychology, Uppsala University, Uppsala, Sweden; Center of Neurodevelopmental Disorders, Centre for Psychiatry Research, Department of Women's and Children's Health, Karolinska Institutet & Stockholm Health Care Services, Region, Stockholm, Stockholm, Sweden; Swedish Collegium for Advanced Study, Uppsala, Sweden.
| | - Johan Lundin Kleberg
- Rare Diseases Research Group, Department of Molecular Medicine and Surgery, Karolinska Institutet, Stockholm, Sweden; Center for Psychiatry Research, Department of Clinical Neuroscience, Karolinska Institutet & Stockholm Health Care Services, Region Stockholm, Stockholm, Sweden; Department of Psychology, Stockholm University, Stockholm, Sweden
| | - Ana Maria Portugal
- Development and Neurodiversity Lab, Department of Psychology, Uppsala University, Uppsala, Sweden; Center of Neurodevelopmental Disorders, Centre for Psychiatry Research, Department of Women's and Children's Health, Karolinska Institutet & Stockholm Health Care Services, Region, Stockholm, Stockholm, Sweden
| | - Emilia Thorup
- Development and Neurodiversity Lab, Department of Psychology, Uppsala University, Uppsala, Sweden; Department of Psychology, Lund University, Lund, Sweden.
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8
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Misgav K, Shachnai R, Abramson L, Knafo-Noam A, Daniel E. Personal Values and Sustained Attention as Predictors of Children's Helping Behavior in Middle Childhood. J Pers 2022; 91:773-788. [PMID: 36074016 DOI: 10.1111/jopy.12773] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2021] [Revised: 07/25/2022] [Accepted: 09/05/2022] [Indexed: 01/10/2023]
Abstract
OBJECTIVE This study tested the effect of personal values (motivation) and sustained attention (cognitive ability) on children's helping behavior. METHOD Children (N = 162, age range 8-9 years, mean = 8.81, SD =.43) completed value ranking and go/no-go tasks, and their helping behavior was examined. RESULTS Children who valued self-transcendence over self-enhancement helped more than others. Surprisingly, children's lack of sustained attention was associated with more helping among those who valued self-transcendence over self-enhancement or openness-to-change over conservation values. Valuing both self-transcendence and openness-to-change was also associated with more helping. CONCLUSIONS Children are more likely to help others if they value self-transcendence and openness to change. Notably, children's tendency to act upon these values may be facilitated (rather than obstructed by) low attention skills.
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Affiliation(s)
- Kinneret Misgav
- Department of School Counseling and Special Education, Tel-Aviv University
| | | | - Lior Abramson
- Department of Psychology, The Hebrew University of Jerusalem
| | | | - Ella Daniel
- Department of School Counseling and Special Education, Tel-Aviv University
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9
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Thurman AJ, Dimachkie Nunnally A. Joint attention performance in preschool-aged boys with autism or fragile X syndrome. Front Psychol 2022; 13:918181. [PMID: 36003114 PMCID: PMC9393518 DOI: 10.3389/fpsyg.2022.918181] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2022] [Accepted: 07/11/2022] [Indexed: 11/23/2022] Open
Abstract
Early development marks a period of rapid learning facilitated by children's natural curiosity about the people around them. In children with typical development, these early social attentional preferences set the foundation for learning about and from the surrounding world of people. Much of this learning happens using joint attention, the ability to coordinate attention between people and objects of mutual interest. It is well documented that decreased gaze use is commonly observed in individuals with autism and individuals with fragile X syndrome (FXS). Despite the growing body of research comparing phenotypic similarities between individuals with autism and individuals with FXS, no studies have directly compared joint attention performance between these groups. In the present study, we considered the similarities and differences in joint attention between preschool-aged boys with autism or FXS, and the relation between joint attention, language, and other phenotypic characteristics known to differ between boys with autism and boys with FXS. Although joint attention appeared similar, between-group differences emerged when controlling for the influence of age, non-verbal IQ, and autism symptom severity. Differences were also observed when considering how joint attention performance related to other aspects of the phenotype. For example, strong positive associations were observed between joint attention and language performance in boys with autism but not boys with FXS, even after controlling for non-verbal IQ. In contrast, the negative association between joint attention and anxiety symptom severity was significant and stronger in boys with FXS than in autism. These data offer preliminary insights into the similarities and differences between the autism and FXS phenotypes.
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Affiliation(s)
- Angela John Thurman
- Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento, CA, United States,Medical Investigation of Neurodevelopmental Disorders (MIND) Institute, University of California, Davis, Sacramento, CA, United States,*Correspondence: Angela John Thurman,
| | - Amanda Dimachkie Nunnally
- Department of Psychiatry and Behavioral Sciences, University of California, Davis, Sacramento, CA, United States,Medical Investigation of Neurodevelopmental Disorders (MIND) Institute, University of California, Davis, Sacramento, CA, United States
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10
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Bruce M, Panneton R, Taylor C. Multisensory integration and maternal sensitivity are related to each other and predictive of expressive vocabulary in 24-month-olds. J Exp Child Psychol 2022; 214:105304. [PMID: 34624708 PMCID: PMC8608724 DOI: 10.1016/j.jecp.2021.105304] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2021] [Revised: 09/08/2021] [Accepted: 09/08/2021] [Indexed: 02/03/2023]
Abstract
Multisensory integration (MSI) is the ability to combine temporally synchronous, amodally specified sensory information to create rich, coordinated perceptual experiences. In early development, attention is directed toward such information in both social contexts (e.g., human speakers) and nonsocial contexts (e.g., multimodal toys). Parenting behaviors may support and sculpt multisensory integration by providing children with opportunities to experience amodally specified information (e.g., contingent face-to-face interactions). This study examined (a) whether 24-month-olds' MSI abilities differed as a function of context (social or nonsocial) and competition for attention (low or high), (b) whether MSI predicted expressive vocabulary, and (c) whether maternal sensitivity (MS) was related to both MSI and language. A total of 32 24-month-olds were tested in the Multisensory Attention Assessment Protocol, an audiovisual task that presents laterally positioned social/nonsocial events with and without a central distractor. Their mothers completed the MacArthur-Bates Communicative Development Inventories and participated in a free-play period with their children for MS coding. Results showed MSI in both social and nonsocial conditions (i.e., toddlers paid more attention to the "match"), but only the ability to maintain attention to the social match was related to toddlers' expressive vocabulary. In addition, MS was positively correlated with toddlers' expressive language and social MSI performance. Taken together, the pattern of results shows important relations between emerging integration abilities and parenting behavior as well as the ability of both factors to positively influence word learning during early toddlerhood.
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11
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Mundy P, Bullen J. The Bidirectional Social-Cognitive Mechanisms of the Social-Attention Symptoms of Autism. Front Psychiatry 2022; 12:752274. [PMID: 35173636 PMCID: PMC8841840 DOI: 10.3389/fpsyt.2021.752274] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/02/2021] [Accepted: 12/20/2021] [Indexed: 11/13/2022] Open
Abstract
Differences in social attention development begin to be apparent in the 6th to 12th month of development in children with Autism Spectrum Disorder (ASD) and theoretically reflect important elements of its neurodevelopmental endophenotype. This paper examines alternative conceptual views of these early social attention symptoms and hypotheses about the mechanisms involved in their development. One model emphasizes mechanism involved in the spontaneous allocation of attention to faces, or social orienting. Alternatively, another model emphasizes mechanisms involved in the coordination of attention with other people, or joint attention, and the socially bi-directional nature of its development. This model raises the possibility that atypical responses of children to the attention or the gaze of a social partner directed toward themselves may be as important in the development of social attention symptoms as differences in the development of social orienting. Another model holds that symptoms of social attention may be important to early development, but may not impact older individuals with ASD. The alterative model is that the social attention symptoms in infancy (social orienting and joint attention), and social cognitive symptoms in childhood and adulthood share common neurodevelopmental substrates. Therefore, differences in early social attention and later social cognition constitute a developmentally continuous axis of symptom presentation in ASD. However, symptoms in older individuals may be best measured with in vivo measures of efficiency of social attention and social cognition in social interactions rather than the accuracy of response on analog tests used in measures with younger children. Finally, a third model suggests that the social attention symptoms may not truly be a symptom of ASD. Rather, they may be best conceptualized as stemming from differences domain general attention and motivation mechanisms. The alternative argued for here that infant social attention symptoms meet all the criteria of a unique dimension of the phenotype of ASD and the bi-directional phenomena involved in social attention cannot be fully explained in terms of domain general aspects of attention development.
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Affiliation(s)
- Peter Mundy
- Department of Learning and Mind Sciences, School of Education, University of California, Davis, Davis, CA, United States
- Department of Psychiatry and Behavioral Science and The MIND Institute, UC Davis School of Medicine, Sacramento, CA, United States
| | - Jenifer Bullen
- Department of Human Development, School of Human Ecology, University of California, Davis, Davis, CA, United States
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Major S, Isaev D, Grapel J, Calnan T, Tenenbaum E, Carpenter K, Franz L, Howard J, Vermeer S, Sapiro G, Murias M, Dawson G. Shorter average look durations to dynamic social stimuli are associated with higher levels of autism symptoms in young autistic children. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2021; 26:1451-1459. [PMID: 34903084 PMCID: PMC9192829 DOI: 10.1177/13623613211056427] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
LAY ABSTRACT Many studies of autism look at the differences in how autistic research participants look at certain types of images. These studies often focus on where research participants are looking within the image, but that does not tell us everything about how much they are paying attention. It could be useful to know more about how well autistic research participants can focus on an image with people in it, because those who can look at images of people for longer duration without stopping may be able to easily learn other skills that help them to interact with people. We measured how long autistic research participants watched the video without breaking their attention. The video sometimes had a person speaking, and at other times had toys moving and making sounds. We measured the typical amount of time autistic research participants could look at the video before they looked away. We found that research participants with more severe autism tended to look at the video for shorter amounts of time. The ability to focus without stopping may be related to social skills in autistic people.
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Catalano LT, Wynn JK, Lee J, Green MF. A comparison of stages of attention for social and nonsocial stimuli in schizophrenia: An ERP study. Schizophr Res 2021; 238:128-136. [PMID: 34655914 DOI: 10.1016/j.schres.2021.10.008] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/01/2021] [Revised: 10/01/2021] [Accepted: 10/03/2021] [Indexed: 11/13/2022]
Abstract
Social motivation disturbances have been long observed in people with schizophrenia, yet the underlying components that drive these impairments remain unclear. Social attention is one component of social motivation and involves stages of attentional orienting, alerting/sustained attention, and executive control. It is not known at which stage the breakdown in social attention occurs in schizophrenia. The present study examined the allocation of social versus nonsocial attention at multiple stages of processing using event related potential (ERP) components. Electroencephalography from 36 outpatients with schizophrenia and 20 healthy participants was recorded during a dot probe task while viewing social/nonsocial stimuli that assessed: (1) orienting (indexed by the N1pc), (2) sustained attention (Contingent Negative Variation, [CNV]), and (3) executive control of attention during target evaluation (P300). Additionally, we analyzed correlations between the ERPs and participants' reaction times (RT) to the targets. Schizophrenia participants oriented their attention equally to social and nonsocial stimuli (N1pc), showed greater sustained attention to social than nonsocial stimuli (i.e., larger CNV), and exerted greater executive control on social trials (i.e., larger P300) than nonsocial trials, similarly to healthy participants. However, schizophrenia participants showed diminished overall sustained attention (blunted CNV) during the task, compared with healthy participants. Furthermore, greater sustained attention (larger CNV) and greater executive control (larger P300) were associated with improved behavioral performance (faster RTs) for healthy participants, but not schizophrenia participants. Together, these findings suggest there is impaired sustained attention for both social and nonsocial stimuli in schizophrenia, and their attention may not correspond with their behavior.
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Affiliation(s)
- Lauren T Catalano
- Desert Pacific Mental Illness Research, Education and Clinical Center, Veterans Affairs Greater Los Angeles Healthcare System, CA, United States; Department of Psychiatry and Biobehavioral Sciences, David Geffen School of Medicine at University of California Los Angeles, Los Angeles, CA, United States.
| | - Jonathan K Wynn
- Desert Pacific Mental Illness Research, Education and Clinical Center, Veterans Affairs Greater Los Angeles Healthcare System, CA, United States; Department of Psychiatry and Biobehavioral Sciences, David Geffen School of Medicine at University of California Los Angeles, Los Angeles, CA, United States
| | - Junghee Lee
- Department of Psychiatry and Behavioral Neurobiology, University of Alabama at Birmingham, Birmingham, AL, United States
| | - Michael F Green
- Desert Pacific Mental Illness Research, Education and Clinical Center, Veterans Affairs Greater Los Angeles Healthcare System, CA, United States; Department of Psychiatry and Biobehavioral Sciences, David Geffen School of Medicine at University of California Los Angeles, Los Angeles, CA, United States
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14
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Del Bianco T, Mason L, Charman T, Tillman J, Loth E, Hayward H, Shic F, Buitelaar J, Johnson MH, Jones EJH. Temporal Profiles of Social Attention Are Different Across Development in Autistic and Neurotypical People. BIOLOGICAL PSYCHIATRY. COGNITIVE NEUROSCIENCE AND NEUROIMAGING 2021; 6:813-824. [PMID: 33191160 DOI: 10.1016/j.bpsc.2020.09.004] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/18/2020] [Revised: 08/11/2020] [Accepted: 09/01/2020] [Indexed: 12/22/2022]
Abstract
BACKGROUND Sociocommunicative difficulties, including abnormalities in eye contact, are core diagnostic features of autism spectrum disorder (ASD). Many studies have used eye tracking to measure reduced attention to faces in autistic people; however, most of this work has not taken advantage of eye-tracking temporal resolution to examine temporal profiles of attention. METHODS We used growth curve analysis to model attention to static social scenes as a function of time in a large (N = 650) sample of autistic participants and neurotypical participants across a wide age range (6-30 years). RESULTS The model yielded distinct temporal profiles of attention to faces in the groups. Initially, both groups showed a relatively high probability of attending to faces, followed by decline after several seconds. The neurotypical participants, however, were significantly more likely to return their attention to faces in the latter part of each 20-second trial, with increasing probability with age. In contrast, the probability of returning to the face in the autistic participants remained low across development. In participants with ASD, more atypical profiles of attention were associated with lower Vineland Adaptive Behavior Scales communication scores and a higher curvature in one data-driven cluster correlated with symptom severity. CONCLUSIONS These findings show that social attention not only is reduced in ASD, but also differs in its temporal dynamics. The neurotypical participants became more sophisticated in how they deployed their social attention across age, a pattern that was significantly reduced in the participants with ASD, possibly reflecting delayed acquisition of social expertise.
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Affiliation(s)
- Teresa Del Bianco
- Centre of Brain and Cognitive Development, Birkbeck College, University of London, London, United Kingdom.
| | - Luke Mason
- Centre of Brain and Cognitive Development, Birkbeck College, University of London, London, United Kingdom
| | - Tony Charman
- Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, United Kingdom
| | - Julian Tillman
- Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, United Kingdom
| | - Eva Loth
- Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, United Kingdom
| | - Hannah Hayward
- Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, United Kingdom
| | - Frederick Shic
- Department of Pediatrics, School of Medicine, University of Washington, Seattle, Washington
| | - Jan Buitelaar
- Donders Institute for Brain, Cognition and Behaviour, Radboud University Nijmegen, Nijmegen, the Netherlands
| | - Mark H Johnson
- Centre of Brain and Cognitive Development, Birkbeck College, University of London, London, United Kingdom; Department of Psychology, University of Cambridge, Cambridge, United Kingdom
| | - Emily J H Jones
- Centre of Brain and Cognitive Development, Birkbeck College, University of London, London, United Kingdom
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15
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Hoehl S, Bertenthal BI. An interactionist perspective on the development of coordinated social attention. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2021; 61:1-41. [PMID: 34266562 DOI: 10.1016/bs.acdb.2021.05.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/04/2023]
Abstract
Infants' ability to coordinate their attention with other people develops profoundly across the first year of life. Mainly based on experimental research focusing on infants' behavior under highly controlled conditions, developmental milestones were identified and explained in the past by prominent theories in terms of the onset of specific cognitive skills. In contrast to this approach, recent longitudinal research challenges this perspective with findings suggesting that social attention develops continuously with a gradual refinement of skills. Informed by these findings, we argue for an interactionist and dynamical systems view that bases observable advances in infant social attention skills on increasingly fine-tuned mutual adjustments in the caregiver-infant dyad, resulting in gradually improving mutual prediction. We present evidence for this view from recent studies leveraging new technologies which afford the opportunity to dynamically track social interactions in real-time. These new technically-sophisticated studies offer unprecedented insights into the dynamic processes of infant-caregiver social attention. It is now possible to track in much greater detail fluctuations over time with regard to object-directed attention as well as social attention and how these processes relate to one another. Encouraged by these initial results and new insights from this interactionist developmental social neuroscience approach, we conclude with a "call to action" in which we advocate for more ecologically valid paradigms for studying social attention as a dynamic and bi-directional process.
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16
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Hunter MB, Chin RFM. Impaired social attention detected through eye movements in children with early-onset epilepsy. Epilepsia 2021; 62:1921-1930. [PMID: 34142371 DOI: 10.1111/epi.16962] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2021] [Revised: 05/25/2021] [Accepted: 05/25/2021] [Indexed: 12/01/2022]
Abstract
OBJECTIVES Children with early-onset epilepsy (CWEOE; epilepsy onset before 5 years) exhibit impaired social functioning, but social attention has not yet been examined. In this study we sought to explore visual attention via eye tracking as a component of social attention and examine its relationship with social functioning and Autism Spectrum Disorder (ASD) risk scores. METHODS Forty-seven CWEOE (3-63 months) and 41 controls (3-61 months) completed two eye-tracking tasks: (1) preference for social versus nonsocial naturalistic scenes, and (2) face region preference task. ASD risk was measured via the Modified Checklist for Autism in Toddlers or Conners Early Childhood Total Score. Social functioning was assessed via the Greenspan Social-Emotional Growth Chart, or Infant-Toddler Social & Emotional Assessment Competence Scale, or Conners Early Childhood Social Functioning Scale, depending on age. Fixation preferences for social scenes and eyes were compared between groups and evaluated by age and social functioning scores. RESULTS Regression analysis revealed that CWEOE viewed the social scene to a significantly less degree than controls. The greatest difference was found between the youngest CWEOE and controls. Fixation duration was independently and significantly related to social functioning scores. There were no significant differences between CWEOE and controls in the face scanning task, and there was no significant relationship between either task and ASD risk scores. SIGNIFICANCE CWEOE exhibit task-specific atypical social attention early in the course of the disease. This may be an early marker of impaired social development, and it suggests abnormal social brain development.
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Affiliation(s)
- Matthew B Hunter
- Muir Maxwell Epilepsy Centre, Centre for Clinical Brain Sciences and MRC Centre for Reproductive Health, Child Life and Health, The University of Edinburgh, Edinburgh, UK
| | - Richard F M Chin
- Muir Maxwell Epilepsy Centre, Centre for Clinical Brain Sciences and MRC Centre for Reproductive Health, Child Life and Health, The University of Edinburgh, Edinburgh, UK.,Department of Paediatric Neurosciences, Royal Hospital for Children and Young People, Edinburgh, UK
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17
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Frazier TW, Uljarevic M, Ghazal I, Klingemier EW, Langfus J, Youngstrom EA, Aldosari M, Al-Shammari H, El-Hag S, Tolefat M, Ali M, Al-Shaban FA. Social attention as a cross-cultural transdiagnostic neurodevelopmental risk marker. Autism Res 2021; 14:1873-1885. [PMID: 33991069 DOI: 10.1002/aur.2532] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2020] [Revised: 02/22/2021] [Accepted: 05/04/2021] [Indexed: 11/11/2022]
Abstract
The primary objectives of this study were to evaluate the structure and age-related stability of social attention in English and Arabic-speaking youth and to compare social attention between children with autism spectrum disorder (ASD), other developmental disabilities (DD), and typically-developing controls. Eye-tracking data were collected from US (N = 270) and Qatari (N = 242) youth ages 1-17, including children evaluated for possible ASD. Participants viewed 44 stimuli from seven social paradigms. Fixation was computed for areas of interest within each stimulus. Latent variable models examined the structure of social attention. Generalized estimating equation models examined the effect of age, sex, culture, and diagnostic group on social attention. The best-fitting model included a general social attention factor and six specific factors. Cultural differences in social attention were minimal and social attention was stable across age (r = 0.03), but females showed significantly greater social attention than males (d = 0.28). Social attention was weaker in DD (d = -0.17) and lowest in ASD (d = -0.38) relative to controls. Differences were of sufficient magnitude across areas-of-interest to reliably differentiate DD from controls (AUC = 0.80) and ASD-only from all other cases (AUC = 0.76). A social attention dimension that represents an early-life preference for socially salient information was identified. This preference was cross-culturally consistent and stable across development but stronger in females and weaker in DD, especially ASD. Given rapid and easy-to-collect remote eye tracking administration, social attention measurement may be useful for developmental monitoring. Acquisition of population norms, analogous to height/weight/head circumference, might enhance early screening and tracking of neurodevelopment. LAY SUMMARY: This research found that social attention is a single dimension of behavior that represents a strong preference for social stimuli, is consistent across cultures, stable across age, and stronger in females. Children with developmental disabilities had lower levels of social attention than neurotypical children and children with autism spectrum disorder had the lowest levels of social attention.
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Affiliation(s)
- Thomas W Frazier
- Department of Psychology, John Carroll University, Cleveland, Ohio, USA.,Autism Speaks, New York, New York, USA.,Center for Autism, Cleveland Clinic, Cleveland, Ohio, USA
| | - Mirko Uljarevic
- Melbourne School of Psychological Sciences, The University of Melbourne, Parkville, Victoria, Australia
| | - Iman Ghazal
- Neurological Disorders Research Center, Qatar Biomedical Research Institute, Hamad Bin Khalifa University, Qatar Foundation, Doha, Qatar
| | | | - Joshua Langfus
- Al Shafallah Center for Persons with Disability, Al Shafallah Center for Persons with Disability, Doha, Qatar
| | - Eric A Youngstrom
- Department of Psychology and Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | | | - Hawraa Al-Shammari
- Neurological Disorders Research Center, Qatar Biomedical Research Institute, Hamad Bin Khalifa University, Qatar Foundation, Doha, Qatar
| | - Saba El-Hag
- Neurological Disorders Research Center, Qatar Biomedical Research Institute, Hamad Bin Khalifa University, Qatar Foundation, Doha, Qatar
| | - Mohamed Tolefat
- Al Shafallah Center for Persons with Disability, Al Shafallah Center for Persons with Disability, Doha, Qatar
| | - Mogahed Ali
- Al Shafallah Center for Persons with Disability, Al Shafallah Center for Persons with Disability, Doha, Qatar
| | - Fouad A Al-Shaban
- Neurological Disorders Research Center, Qatar Biomedical Research Institute, Hamad Bin Khalifa University, Qatar Foundation, Doha, Qatar
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18
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Gui A, Bussu G, Tye C, Elsabbagh M, Pasco G, Charman T, Johnson MH, Jones EJH. Attentive brain states in infants with and without later autism. Transl Psychiatry 2021; 11:196. [PMID: 33785730 PMCID: PMC8009890 DOI: 10.1038/s41398-021-01315-9] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/07/2019] [Revised: 02/17/2021] [Accepted: 02/24/2021] [Indexed: 02/01/2023] Open
Abstract
Early difficulties in engaging attentive brain states in social settings could affect learning and have cascading effects on social development. We investigated this possibility using multichannel electroencephalography during a face/non-face paradigm in 8-month-old infants with (FH, n = 91) and without (noFH, n = 40) a family history of autism spectrum disorder (ASD). An event-related potential component reflecting attention engagement, the Nc, was compared between FH infants who received a diagnosis of ASD at 3 years of age (FH-ASD; n = 19), FH infants who did not (FH-noASD; n = 72) and noFH infants (who also did not, hereafter noFH-noASD; n = 40). 'Prototypical' microstates during social attention were extracted from the noFH-noASD group and examined in relation to later categorical and dimensional outcome. Machine-learning was used to identify the microstate features that best predicted ASD and social adaptive skills at three years. Results suggested that whilst measures of brain state timing were related to categorical ASD outcome, brain state strength was related to dimensional measures of social functioning. Specifically, the FH-ASD group showed shorter Nc latency relative to other groups, and duration of the attentive microstate responses to faces was informative for categorical outcome prediction. Reduced Nc amplitude difference between faces with direct gaze and a non-social control stimulus and strength of the attentive microstate to faces contributed to the prediction of dimensional variation in social skills. Taken together, this provides consistent evidence that atypical attention engagement precedes the emergence of difficulties in socialization and indicates that using the spatio-temporal characteristics of whole-brain activation to define brain states in infancy provides an important new approach to understanding of the neurodevelopmental mechanisms that lead to ASD.
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Affiliation(s)
- Anna Gui
- Centre for Brain and Cognitive Development, Birkbeck College, University of London, Malet Street, London, WC1E 7HX, UK.
| | - Giorgia Bussu
- Department of Cognitive Neuroscience, Donders Institute for Brain, Cognition and Behaviour, Radboud University Medical Center, Kapittelweg 29, 6525 EN, Nijmegen, The Netherlands
| | - Charlotte Tye
- Department of Child & Adolescent Psychiatry & Department of Psychology, King's College London, De Crespigny Park, London, SE5 8AF, UK
| | - Mayada Elsabbagh
- Montreal Neurological Institute, McGill University, 3801 Rue University, Montréal, QC, H3A 2B4, Canada
| | - Greg Pasco
- Department of Psychology, Institute of Psychiatry, Psychology & Neuroscience, King's College London, De Crespigny Park, London, SE5 8AF, UK
| | - Tony Charman
- Department of Psychology, Institute of Psychiatry, Psychology & Neuroscience, King's College London, De Crespigny Park, London, SE5 8AF, UK
| | - Mark H Johnson
- Department of Psychology, Cambridge University, Downing Street, Cambridge, CB2 3EB, UK
| | - Emily J H Jones
- Centre for Brain and Cognitive Development, Birkbeck College, University of London, Malet Street, London, WC1E 7HX, UK.
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19
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Maternal Parenting and Toddler Temperament: Predictors of Early School Age Attention-Deficit/Hyperactivity Disorder-Related Behaviors. Res Child Adolesc Psychopathol 2021; 49:763-773. [PMID: 33544276 DOI: 10.1007/s10802-021-00778-0] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/24/2021] [Indexed: 01/20/2023]
Abstract
Detection of early risk for developing childhood attention-deficit/hyperactive disorder (ADHD) symptoms, inattention and hyperactivity, may be critical for prevention and early intervention. Temperament and parenting are two promising areas of risk, representing potential targets for preventive intervention; however, studies have rarely tested these factors longitudinally using multiple methods and reporters. In a longitudinal sample of 312 low-income boys, this study tested the hypothesis that negative emotionality (NE) and effortful control (EC) in toddlerhood (1.5-3.5 years old) would predict mother- and teacher-reported ADHD-related behaviors at school age (5-7 years old). Direct effects of observed warm, supportive and harsh maternal parenting were tested in relation to ADHD-related behaviors and as moderators of associations between NE and EC and ADHD-related behaviors. Several predictions were supported: 1) Greater maternal-reported toddler NE positively predicted mother-reported ADHD behaviors; 2) Greater observed EC was associated with fewer mother- and teacher-reported ADHD-related behaviors; 3) Warm, supportive parenting predicted fewer teacher-reported ADHD-related behaviors, and harsh parenting predicted more ADHD-related behaviors as reported by parents and teachers; 4) Harsh parenting moderated the association between observed EC and mother-reported ADHD-related behaviors. Together, the findings suggest that lower child EC, lower warm/supportive parenting, and greater harsh parenting in toddlerhood independently signal increased risk for later ADHD-related behaviors; further, the association between low EC and ADHD-related behaviors was amplified in the context of high levels of harsh parenting.
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20
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Gattis M, Winstanley A, Sperotto R, Putnick DL, Bornstein MH. Foundations of attention sharing: Orienting and responding to attention in term and preterm 5-month-old infants. Infant Behav Dev 2020; 61:101466. [PMID: 32927260 PMCID: PMC7768091 DOI: 10.1016/j.infbeh.2020.101466] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2019] [Revised: 06/01/2020] [Accepted: 07/07/2020] [Indexed: 11/01/2022]
Abstract
Attention is the gateway to perceptual, cognitive, and socioemotional development in humans. We observed 104 5-month-old term and preterm infants and their mothers in social interactions to address three questions about the role of maturation in orienting and responding to attention. We used a fine-grained coding system to allow parallel comparisons across infant and maternal orienting, and sequential analysis to evaluate infant and maternal responding to attention. Orienting and responding to attention differed for attention to people versus objects, as did the relations between maturity and attention. We conclude that maturity contributes to orienting and responding to attention and that orienting and responding to attention are specific rather than homogenous. We discuss the implications of these conclusions for future studies of how attention influences cognitive and communicative development.
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Affiliation(s)
| | | | | | - Diane L Putnick
- Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, MD, USA
| | - Marc H Bornstein
- Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, MD, USA; Institute for Fiscal Studies, London, UK; UNICEF, New York, NY, USA
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21
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Maylott SE, Paukner A, Ahn YA, Simpson EA. Human and monkey infant attention to dynamic social and nonsocial stimuli. Dev Psychobiol 2020; 62:841-857. [PMID: 32424813 PMCID: PMC7944642 DOI: 10.1002/dev.21979] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2019] [Revised: 03/23/2020] [Accepted: 03/31/2020] [Indexed: 12/14/2022]
Abstract
The present study explored behavioral norms for infant social attention in typically developing human and nonhuman primate infants. We examined the normative development of attention to dynamic social and nonsocial stimuli longitudinally in macaques (Macaca mulatta) at 1, 3, and 5 months of age (N = 75) and humans at 2, 4, 6, 8, and 13 months of age (N = 69) using eye tracking. All infants viewed concurrently played silent videos-one social video and one nonsocial video. Both macaque and human infants were faster to look to the social than the nonsocial stimulus, and both species grew faster to orient to the social stimulus with age. Further, macaque infants' social attention increased linearly from 1 to 5 months. In contrast, human infants displayed a nonlinear pattern of social interest, with initially greater attention to the social stimulus, followed by a period of greater interest in the nonsocial stimulus, and then a rise in social interest from 6 to 13 months. Overall, human infants looked longer than macaque infants, suggesting humans have more sustained attention in the first year of life. These findings highlight potential species similarities and differences, and reflect a first step in establishing baseline patterns of early social attention development.
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Affiliation(s)
- Sarah E. Maylott
- Department of Psychology, University of Miami, Coral Gables, Florida, USA
| | - Annika Paukner
- Department of Psychology, Nottingham Trent University, Nottingham, England
| | - Yeojin A. Ahn
- Department of Psychology, University of Miami, Coral Gables, Florida, USA
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22
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Braithwaite EK, Gui A, Jones EJH. Social attention: What is it, how can we measure it, and what can it tell us about autism and ADHD? PROGRESS IN BRAIN RESEARCH 2020; 254:271-303. [PMID: 32859292 DOI: 10.1016/bs.pbr.2020.05.007] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/06/2023]
Abstract
Neurodevelopmental disorders like autism spectrum disorder (ASD) and attention deficit hyperactivity disorder (ADHD) affect 2-10% of children worldwide but are still poorly understood. Prospective studies of infants with an elevated familial likelihood of ASD or ADHD can provide insight into early mechanisms that canalize development down a typical or atypical course. Such work holds potential for earlier identification and intervention to support optimal outcomes in individuals with neurodevelopmental disorders. Disrupted attention may be involved in developmental trajectories to ASD and ADHD. Specifically, altered attention to social stimuli has been suggested as a possible endophenotype of ASD, lying between genetic factors impacting brain development and later symptoms. Similarly, changes in domain-general aspects of attention are commonly seen in ADHD and emerging evidence suggests these may begin in infancy. Could these patterns point to a common risk factor for both disorders? Or does social attention reflect the activity of a particular network of brain systems that is distinct to those underpinning general attention skills? One challenge to addressing such questions is our lack of understanding of the relation between social and general attention. In this chapter we review evidence from infants with later ASD and ADHD that illuminates this question.
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Affiliation(s)
- Eleanor K Braithwaite
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, United Kingdom
| | - Anna Gui
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, United Kingdom
| | - Emily J H Jones
- Centre for Brain and Cognitive Development, Birkbeck, University of London, London, United Kingdom.
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23
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Fujioka T, Tsuchiya KJ, Saito M, Hirano Y, Matsuo M, Kikuchi M, Maegaki Y, Choi D, Kato S, Yoshida T, Yoshimura Y, Ooba S, Mizuno Y, Takiguchi S, Matsuzaki H, Tomoda A, Shudo K, Ninomiya M, Katayama T, Kosaka H. Developmental changes in attention to social information from childhood to adolescence in autism spectrum disorders: a comparative study. Mol Autism 2020; 11:24. [PMID: 32272970 PMCID: PMC7146883 DOI: 10.1186/s13229-020-00321-w] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2019] [Accepted: 02/07/2020] [Indexed: 12/29/2022] Open
Abstract
BACKGROUND Elucidating developmental changes in the symptoms of autism spectrum disorder (ASD) is important to support individuals with ASD. However, no report has clarified the developmental changes in attention to social information for a broad age range. The aim of this study was to investigate the developmental changes in attention to social information from early childhood to adolescence in individuals with ASD and typically developed (TD) children. METHODS We recruited children with ASD (n = 83) and TD participants (n = 307) between 2 and 18 years of age. Using the all-in-one-eye-tracking system, Gazefinder, we measured the percentage fixation time allocated to areas of interest (AoIs) depicted in movies (the eyes and mouth in movies of a human face with/without mouth motion, upright and inverted biological motion in movies showing these stimuli simultaneously, people and geometry in preference paradigm movies showing these stimuli simultaneously, and objects with/without finger-pointing in a movie showing a woman pointing toward an object). We conducted a three-way analysis of variance, 2 (diagnosis: ASD and TD) by 2 (sex: male and female) by 3 (age group: 0-5, 6-11, and 12-18 years) and locally weighted the scatterplot smoothing (LOESS) regression curve on each AoI. RESULTS In the face stimuli, the percentage fixation time to the eye region for the TD group increased with age, whereas the one for the ASD group did not. In the ASD group, the LOESS curves of the gaze ratios at the eye region increased up to approximately 10 years of age and thereafter tended to decrease. For the percentage fixation time to the people region in the preference paradigm, the ASD group gazed more briefly at people than did the TD group. LIMITATIONS It is possible that due to the cross-sectional design, the degree of severity and of social interest might have differed according to the subjects' age. CONCLUSIONS There may be qualitative differences in abnormal eye contact in ASD between individuals in early childhood and those older than 10 years.
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Affiliation(s)
- Toru Fujioka
- Department of Science of Human Development, Humanities and Social Science, Faculty of Education, University of Fukui, Fukui, Fukui Japan
- Research Center for Child Mental Development, University of Fukui, Eiheiji, Fukui, Japan
- Department of Child Development, United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Suita, Osaka, Japan
| | - Kenji J. Tsuchiya
- Department of Child Development, United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Suita, Osaka, Japan
- Research Center for Child Mental Development, Hamamatsu University School of Medicine, Hamamatsu, Shizuoka, Japan
| | - Manabu Saito
- Department of Neuropsychiatry, Graduate School of Medicine, Hirosaki University, Hirosaki, Aomori, Japan
| | - Yoshiyuki Hirano
- Department of Child Development, United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Suita, Osaka, Japan
- Research Center for Child Mental Development, Chiba University, Chiba, Chiba Japan
| | - Muneaki Matsuo
- Department of Pediatrics, Faculty of Medicine, Saga University, Saga, Saga Japan
| | - Mitsuru Kikuchi
- Department of Child Development, United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Suita, Osaka, Japan
- Research Center for Child Mental Development, Kanazawa University, Kanazawa, Ishikawa Japan
| | - Yoshihiro Maegaki
- Division of Child Neurology, Department of Brain and Neurosciences, Faculty of Medicine, Tottori University, Yonago, Tottori, Japan
| | - Damee Choi
- Department of Child Development, United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Suita, Osaka, Japan
- Research Center for Child Mental Development, Hamamatsu University School of Medicine, Hamamatsu, Shizuoka, Japan
| | - Sumi Kato
- Department of Neuropsychiatry, Graduate School of Medicine, Hirosaki University, Hirosaki, Aomori, Japan
| | - Tokiko Yoshida
- Research Center for Child Mental Development, Chiba University, Chiba, Chiba Japan
| | - Yuko Yoshimura
- Institute of Human and Social Sciences, Kanazawa University, Kanazawa, Ishikawa Japan
| | - Sawako Ooba
- Tottori University Hospital, Yonago, Tottori, Japan
| | - Yoshifumi Mizuno
- Department of Child and Adolescent Psychological Medicine, University of Fukui Hospital, Eiheiji, Fukui, Japan
| | - Shinichiro Takiguchi
- Department of Child Development, United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Suita, Osaka, Japan
- Department of Child and Adolescent Psychological Medicine, University of Fukui Hospital, Eiheiji, Fukui, Japan
| | - Hideo Matsuzaki
- Research Center for Child Mental Development, University of Fukui, Eiheiji, Fukui, Japan
- Department of Child Development, United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Suita, Osaka, Japan
| | - Akemi Tomoda
- Research Center for Child Mental Development, University of Fukui, Eiheiji, Fukui, Japan
- Department of Child Development, United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Suita, Osaka, Japan
| | - Katsuyuki Shudo
- Development Center, Healthcare Business Division, JVCKENWOOD Corporation, Yokohama, Kanagawa Japan
| | - Masaru Ninomiya
- Development Center, Healthcare Business Division, JVCKENWOOD Corporation, Yokohama, Kanagawa Japan
| | - Taiichi Katayama
- Department of Child Development, United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Suita, Osaka, Japan
| | - Hirotaka Kosaka
- Research Center for Child Mental Development, University of Fukui, Eiheiji, Fukui, Japan
- Department of Child Development, United Graduate School of Child Development, Osaka University, Kanazawa University, Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Suita, Osaka, Japan
- Department of Neuropsychiatry, Faculty of Medical Sciences, University of Fukui, Eiheiji, Fukui, Japan
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24
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Ioannou C, Seernani D, Stefanou ME, Riedel A, Tebartz van Elst L, Smyrnis N, Fleischhaker C, Biscaldi-Schaefer M, Boccignone G, Klein C. Comorbidity Matters: Social Visual Attention in a Comparative Study of Autism Spectrum Disorder, Attention-Deficit/Hyperactivity Disorder and Their Comorbidity. Front Psychiatry 2020; 11:545567. [PMID: 33192661 PMCID: PMC7555692 DOI: 10.3389/fpsyt.2020.545567] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/25/2020] [Accepted: 08/19/2020] [Indexed: 12/20/2022] Open
Abstract
Autism Spectrum Disorder (ASD) and Attention-Deficit/Hyperactivity Disorder (ADHD) represent two common neurodevelopmental disorders with considerable co-occurrence. Their comorbidity (ASD + ADHD) has been included in the latest diagnostic guidelines (DSM-V, 2013). The present study focuses on social visual attention that i) is a main aspect of social attention reflecting social cognition and ii) its atypicalities have been suggested as a potential biomarker for ASD. Considering the possible shared background of both disorders and their comorbidity, it is important to compare such traits directly. Here, 73 children and adolescents paired for age and IQ diagnosed with ASD (N = 12), ADHD (N = 21), comorbid ASD + ADHD (N = 15), and "typically developing" (TD) controls (N = 25), were shown static real-life social scenes while their gaze movements were recorded with eye-tracking. Scenes with two levels of social complexity were presented: low complexity (one person depicted) and high (four interacting individuals). Gaze fixation variables were investigated. Fixation duration on faces was significantly reduced only in ASD + ADHD which also required longer time to fixate all faces at least once. Fixation duration on faces in ASD was reduced, compared to TD, only when looking at scenes with high versus low social complexity. ADHD individuals did not differ from TD. Concluding, the observed alterations of social visual attention support the existence of possible dysfunctional particularities differentiating ASD, ADHD, and ASD + ADHD, which can be revealed with the new method of eye-tracking technique. The objective gaze measurements provided contribute to the development of biomarkers enabling early diagnosis, amelioration of care and further interventions specified for each group.
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Affiliation(s)
- Chara Ioannou
- Department of Child and Adolescent Psychiatry, Psychotherapy and Psychosomatics, Medical Faculty, University of Freiburg, Freiburg, Germany
| | - Divya Seernani
- Department of Child and Adolescent Psychiatry, Psychotherapy and Psychosomatics, Medical Faculty, University of Freiburg, Freiburg, Germany
| | - Maria Elena Stefanou
- Department of Child and Adolescent Psychiatry, Psychotherapy and Psychosomatics, Medical Faculty, University of Freiburg, Freiburg, Germany.,School of Psychology and Clinical Language Sciences, University of Reading, Reading, United Kingdom
| | - Andreas Riedel
- Department of Psychiatry and Psychotherapy, Medical Faculty, University of Freiburg, Freiburg, Germany
| | - Ludger Tebartz van Elst
- Department of Psychiatry and Psychotherapy, Medical Faculty, University of Freiburg, Freiburg, Germany
| | - Nikolaos Smyrnis
- Department of Psychiatry, National and Kapodistrian University of Athens, Athens, Greece
| | - Christian Fleischhaker
- Department of Child and Adolescent Psychiatry, Psychotherapy and Psychosomatics, Medical Faculty, University of Freiburg, Freiburg, Germany
| | - Monica Biscaldi-Schaefer
- Department of Child and Adolescent Psychiatry, Psychotherapy and Psychosomatics, Medical Faculty, University of Freiburg, Freiburg, Germany
| | | | - Christoph Klein
- Department of Child and Adolescent Psychiatry, Psychotherapy and Psychosomatics, Medical Faculty, University of Freiburg, Freiburg, Germany.,Department of Psychiatry, National and Kapodistrian University of Athens, Athens, Greece.,Department of Child and Adolescent Psychiatry, University Hospital Cologne, Cologne, Germany
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25
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Measuring Social Motivation in Autism Spectrum Disorder: Development of the Social Motivation Interview. J Autism Dev Disord 2019; 50:798-811. [PMID: 31758366 DOI: 10.1007/s10803-019-04311-7] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
Social motivation in individuals with ASD is inferred from the observation of overt behaviors and neurological correlates. Motivation, however, can be distinguishable from overt behavior and neurologic reactivity. Nevertheless, few studies have examined the cognitive processes that may influence goal-directed tasks involved in social interaction. This study addressed this conceptual need by developing a novel interview. The social motivation interview (SMI) assesses for internal cognitions as they relate to social motivation by evaluating social desire, interest, and behaviors in eighteen children with ASD (M years = 12.84). Pilot testing suggested feasibility of administration, user satisfaction, and promising psychometric properties. Future examination of the SMI in large-scale field testing is warranted.
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26
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Pecchinenda A, Petrucci M. Emotion first: children prioritize emotional faces in gaze-cued attentional orienting. PSYCHOLOGICAL RESEARCH 2019; 85:101-111. [PMID: 31396695 DOI: 10.1007/s00426-019-01237-8] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2019] [Accepted: 08/01/2019] [Indexed: 11/27/2022]
Abstract
Children shift their attention based on the gaze direction of another person but it is unclear whether they prioritize only the gaze of fearful faces over neutral ones or more generally, the gaze of emotional faces. School children performed a gaze-cueing task, in which central, non-predictive happy, angry, and neutral face-cues were briefly presented with averted gaze. Findings for 9-10-year-old children showed that the magnitude of gaze-cueing effects for happy and angry face-cues was similar and it was particularly larger with angry compared to neutral face-cues. In contrast, 6-7-year-old children showed gaze-cueing effects only with happy face-cues. The present findings clearly indicate that older children show emotion-enhanced gaze-cueing effects. In contrast, younger children did not show gaze-cueing effects with neutral and angry faces but they did with happy faces. The implications of age differences in the ability to prioritize emotional faces when shifting attention based on the observed gaze direction of a non-predictive face-cue are discussed in the context of the extant literature.
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Affiliation(s)
- Anna Pecchinenda
- Department of Psychology, Sapienza University of Rome, Via Dei Marsi, 78, 00185, Rome, Italy.
| | - Manuel Petrucci
- Department of Psychology, Sapienza University of Rome, Via Dei Marsi, 78, 00185, Rome, Italy
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27
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van Rijn S, Urbanus E, Swaab H. Eyetracking measures of social attention in young children: How gaze patterns translate to real‐life social behaviors. SOCIAL DEVELOPMENT 2018. [DOI: 10.1111/sode.12350] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Affiliation(s)
- Sophie van Rijn
- Clinical Child and Adolescent Studies Leiden University Leiden The Netherlands
- Leiden Institute for Brain and Cognition Leiden The Netherlands
| | - Evelien Urbanus
- Clinical Child and Adolescent Studies Leiden University Leiden The Netherlands
| | - Hanna Swaab
- Clinical Child and Adolescent Studies Leiden University Leiden The Netherlands
- Leiden Institute for Brain and Cognition Leiden The Netherlands
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28
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Franchini M, Armstrong VL, Schaer M, Smith IM. Initiation of joint attention and related visual attention processes in infants with autism spectrum disorder: Literature review. Child Neuropsychol 2018; 25:287-317. [PMID: 30041581 DOI: 10.1080/09297049.2018.1490706] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Autism spectrum disorder (ASD) represents a group of neurodevelopmental disabilities that can be difficult to identify before the age of 2 or 3 years, the age when the full range of behavioral symptoms has emerged in most cases. Initiation of joint attention is an important developmental function in which impairments are already observable before the second birthday and can predict children's ASD symptomatology. In the first part of this review, we summarize results pertaining to retrospective studies of initiation of joint attention in children with ASD and prospective studies of infants at high risk for ASD during the first 2 years, when this behavior is becoming more complex in terms of frequency, quality, and variety. We will also discuss the implications of impairments in dyadic engagement, a precursor of joint attention behavior, for the early development of joint attention. Finally, the early development of initiation of joint attention has been related to specific visual attention mechanisms such as social orienting and visual disengagement. In the second part of this review, we provide an overview of the relationship between those visual attention mechanisms and subsequent social-communication impairments. Clinical and research implications of these findings for both early detection and early intervention will be discussed.
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Affiliation(s)
- Martina Franchini
- a Autism Research Centre , IWK Health Centre , Halifax , NS , Canada.,b Department of Pediatrics , Dalhousie University , Halifax , NS , Canada
| | - Vickie L Armstrong
- a Autism Research Centre , IWK Health Centre , Halifax , NS , Canada.,b Department of Pediatrics , Dalhousie University , Halifax , NS , Canada
| | - Marie Schaer
- c Developmental Imaging and Psychopathology Lab , University of Geneva , Geneva , Switzerland
| | - Isabel M Smith
- a Autism Research Centre , IWK Health Centre , Halifax , NS , Canada.,b Department of Pediatrics , Dalhousie University , Halifax , NS , Canada.,d Department of Psychology & Neuroscience , Dalhousie University , Halifax , NS , Canada
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29
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Deep Learning Systems for Estimating Visual Attention in Robot-Assisted Therapy of Children with Autism and Intellectual Disability. ROBOTICS 2018. [DOI: 10.3390/robotics7020025] [Citation(s) in RCA: 34] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
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30
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Salley B, Sheinkopf SJ, Neal-Beevers AR, Tenenbaum EJ, Miller-Loncar CL, Tronick E, Lagasse LL, Shankaran S, Bada H, Bauer C, Whitaker T, Hammond J, Lester BM. Infants' early visual attention and social engagement as developmental precursors to joint attention. Dev Psychol 2017; 52:1721-1731. [PMID: 27786527 DOI: 10.1037/dev0000205] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Abstract
This study examined infants' early visual attention (at 1 month of age) and social engagement (4 months) as predictors of their later joint attention (12 and 18 months). The sample (n = 325), drawn from the Maternal Lifestyle Study, a longitudinal multicenter project conducted at 4 centers of the National Institute of Child Health and Human Development Neonatal Research Network, included high-risk (cocaine-exposed) and matched noncocaine-exposed infants. Hierarchical regressions revealed that infants' attention orienting at 1 month significantly predicted more frequent initiating joint attention at 12 (but not 18) months of age. Social engagement at 4 months predicted initiating joint attention at 18 months. Results provide the first empirical evidence for the role of visual attention and social engagement behaviors as developmental precursors for later joint attention outcome. (PsycINFO Database Record
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Affiliation(s)
- Brenda Salley
- Department of Psychiatry and Human Behavior, Warren Alpert Medical School of Brown University
| | - Stephen J Sheinkopf
- Department of Psychiatry and Human Behavior, Warren Alpert Medical School of Brown University
| | - A Rebecca Neal-Beevers
- Department of Psychology, Institute for Mental Health Research, University of Texas at Austin
| | - Elena J Tenenbaum
- Brown Center for the Study of Children at Risk, Women and Infants Hospital of Rhode Island
| | | | - Ed Tronick
- Department of Psychology, University of Massachusetts Boston
| | - Linda L Lagasse
- Department of Pediatrics, Warren Alpert Medical School of Brown University
| | - Seetha Shankaran
- Department of Pediatrics, Wayne State University School of Medicine
| | | | - Charles Bauer
- Department of Pediatrics, Miller School of Medicine, University of Miami
| | | | | | - Barry M Lester
- Department of Psychiatry, Warren Alpert Medical School of Brown University
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