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Brief report : decoding representations : how children with autism understand drawings.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Brief report : decoding representations : how children with autism understand drawings. / Allen, Melissa L.
In: Journal of Autism and Developmental Disorders, Vol. 39, No. 3, 03.2009, p. 539-543.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Allen, ML 2009, 'Brief report : decoding representations : how children with autism understand drawings.', Journal of Autism and Developmental Disorders, vol. 39, no. 3, pp. 539-543. https://doi.org/10.1007/s10803-008-0650-y

APA

Allen, M. L. (2009). Brief report : decoding representations : how children with autism understand drawings. Journal of Autism and Developmental Disorders, 39(3), 539-543. https://doi.org/10.1007/s10803-008-0650-y

Vancouver

Allen ML. Brief report : decoding representations : how children with autism understand drawings. Journal of Autism and Developmental Disorders. 2009 Mar;39(3):539-543. doi: 10.1007/s10803-008-0650-y

Author

Allen, Melissa L. / Brief report : decoding representations : how children with autism understand drawings. In: Journal of Autism and Developmental Disorders. 2009 ; Vol. 39, No. 3. pp. 539-543.

Bibtex

@article{433e3ae081f0475596668ce27e12b384,
title = "Brief report : decoding representations : how children with autism understand drawings.",
abstract = "Young typically developing children can reason about abstract depictions if they know the intention of the artist. Children with autism spectrum disorder (ASD), who are notably impaired in social, {\textquoteleft}intention monitoring{\textquoteright} domains, may have great difficulty in decoding vague representations. In Experiment 1, children with ASD are unable to use another person{\textquoteright}s eye gaze as a cue for figuring out what an abstract picture represents. In contrast, when the participants themselves are the artists (Experiment 2), children with ASD are equally proficient as controls at identifying their own perceptually identical pictures (e.g. lollipop and balloon) after a delay, based upon what they intended them to be. Results are discussed in terms of intention and understanding of visual representation in autism.",
keywords = "Drawings - Representation - Intention - Symbols",
author = "Allen, {Melissa L.}",
year = "2009",
month = mar,
doi = "10.1007/s10803-008-0650-y",
language = "English",
volume = "39",
pages = "539--543",
journal = "Journal of Autism and Developmental Disorders",
issn = "0162-3257",
publisher = "Springer New York",
number = "3",

}

RIS

TY - JOUR

T1 - Brief report : decoding representations : how children with autism understand drawings.

AU - Allen, Melissa L.

PY - 2009/3

Y1 - 2009/3

N2 - Young typically developing children can reason about abstract depictions if they know the intention of the artist. Children with autism spectrum disorder (ASD), who are notably impaired in social, ‘intention monitoring’ domains, may have great difficulty in decoding vague representations. In Experiment 1, children with ASD are unable to use another person’s eye gaze as a cue for figuring out what an abstract picture represents. In contrast, when the participants themselves are the artists (Experiment 2), children with ASD are equally proficient as controls at identifying their own perceptually identical pictures (e.g. lollipop and balloon) after a delay, based upon what they intended them to be. Results are discussed in terms of intention and understanding of visual representation in autism.

AB - Young typically developing children can reason about abstract depictions if they know the intention of the artist. Children with autism spectrum disorder (ASD), who are notably impaired in social, ‘intention monitoring’ domains, may have great difficulty in decoding vague representations. In Experiment 1, children with ASD are unable to use another person’s eye gaze as a cue for figuring out what an abstract picture represents. In contrast, when the participants themselves are the artists (Experiment 2), children with ASD are equally proficient as controls at identifying their own perceptually identical pictures (e.g. lollipop and balloon) after a delay, based upon what they intended them to be. Results are discussed in terms of intention and understanding of visual representation in autism.

KW - Drawings - Representation - Intention - Symbols

U2 - 10.1007/s10803-008-0650-y

DO - 10.1007/s10803-008-0650-y

M3 - Journal article

VL - 39

SP - 539

EP - 543

JO - Journal of Autism and Developmental Disorders

JF - Journal of Autism and Developmental Disorders

SN - 0162-3257

IS - 3

ER -