Implicit and explicit understanding of ambiguous figures by adolescents with Autism Spectrum Disorder

Psychology

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https://doi.org/10.1177/1362361310393364
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Keywords

ambiguous figures , conceptual , copying , enhanced perceptual functioning , representation

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Implicit and explicit understanding of ambiguous figures by adolescents with Autism Spectrum Disorder. / Allen, Melissa L; Chambers, Alison.
In: Autism, Vol. 15, No. 4, 07.2011, p. 457-472.

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

Bibtex

@article{5c8e2568aef9409b91013fe5ffde938f,

title = "Implicit and explicit understanding of ambiguous figures by adolescents with Autism Spectrum Disorder",

abstract = "Children with autism spectrum disorder (ASD) can processboth interpretations of an ambiguous figure (e.g. rabbit/duck) whentold about the ambiguity, however they tend not to do so spontaneously.Here we show that although adolescents with ASD can explicitlyexperience such {\textquoteleft}reversals{\textquoteright}, implicit measures suggest they are conceptually processing the images differently from learning disabled peers.Participants copied the same ambiguous figures under different contextual conditions, both before and after reversal experience. Results suggest that adolescents with ASD are not influenced by contextual information when copying ambiguous drawings, since they produce similar pictures before and after reversal, compared with controls. This research has implications for how individuals with ASD understand multiple representations and supports the Enhanced Perceptual Functioning theory.",

keywords = "ambiguous figures , conceptual , copying , enhanced perceptual functioning , representation",

author = "Allen, {Melissa L} and Alison Chambers",

year = "2011",

month = jul,

doi = "10.1177/1362361310393364",

language = "English",

volume = "15",

pages = "457--472",

journal = "Autism",

issn = "1362-3613",

publisher = "SAGE Publications Ltd",

number = "4",

}

RIS

TY - JOUR

T1 - Implicit and explicit understanding of ambiguous figures by adolescents with Autism Spectrum Disorder

AU - Allen, Melissa L

AU - Chambers, Alison

PY - 2011/7

Y1 - 2011/7

N2 - Children with autism spectrum disorder (ASD) can processboth interpretations of an ambiguous figure (e.g. rabbit/duck) whentold about the ambiguity, however they tend not to do so spontaneously.Here we show that although adolescents with ASD can explicitlyexperience such ‘reversals’, implicit measures suggest they are conceptually processing the images differently from learning disabled peers.Participants copied the same ambiguous figures under different contextual conditions, both before and after reversal experience. Results suggest that adolescents with ASD are not influenced by contextual information when copying ambiguous drawings, since they produce similar pictures before and after reversal, compared with controls. This research has implications for how individuals with ASD understand multiple representations and supports the Enhanced Perceptual Functioning theory.

AB - Children with autism spectrum disorder (ASD) can processboth interpretations of an ambiguous figure (e.g. rabbit/duck) whentold about the ambiguity, however they tend not to do so spontaneously.Here we show that although adolescents with ASD can explicitlyexperience such ‘reversals’, implicit measures suggest they are conceptually processing the images differently from learning disabled peers.Participants copied the same ambiguous figures under different contextual conditions, both before and after reversal experience. Results suggest that adolescents with ASD are not influenced by contextual information when copying ambiguous drawings, since they produce similar pictures before and after reversal, compared with controls. This research has implications for how individuals with ASD understand multiple representations and supports the Enhanced Perceptual Functioning theory.

KW - ambiguous figures

KW - conceptual

KW - copying

KW - enhanced perceptual functioning

KW - representation

U2 - 10.1177/1362361310393364

DO - 10.1177/1362361310393364

M3 - Journal article

VL - 15

SP - 457

EP - 472

JO - Autism

JF - Autism

SN - 1362-3613

IS - 4

ER -

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