Using Time Perception to Explore Implicit Sensitivity to Emotional Stimuli in Autism Spectrum Disorder

Autor/inn/en	Jones, Catherine R. G.; Lambrechts, Anna; Gaigg, Sebastian B.
Titel	Using Time Perception to Explore Implicit Sensitivity to Emotional Stimuli in Autism Spectrum Disorder
Quelle	In: Journal of Autism and Developmental Disorders, 47 (2017) 7, S.2054-2066 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-017-3120-6
Schlagwörter	Autism; Pervasive Developmental Disorders; Emotional Response; Time; Perception; Cues; Pictorial Stimuli; Adults; Comparative Analysis; Undergraduate Students; Arousal Patterns; Foreign Countries; Correlation; Statistical Analysis; Intelligence Tests; United Kingdom (England); Wechsler Adult Intelligence Scale + Suchen Sie Ihr Suchwort? Autismus; Emotionales Verhalten; Zeit; Wahrnehmung; Stichwort; Fantasieanregung; Ausland; Korrelation; Statistische Analyse; Intelligence test; Intelligenztest
Abstract	Establishing whether implicit responses to emotional cues are intact in autism spectrum disorder (ASD) is fundamental to ascertaining why their emotional understanding is compromised. We used a temporal bisection task to assess for responsiveness to face and wildlife images that varied in emotional salience. There were no significant differences between an adult ASD and comparison group, with both showing implicit overestimation of emotional stimuli. Further, there was no correlation between overestimation of emotional stimuli and autistic traits in undergraduate students. These data do not suggest a fundamental insensitivity to the arousing content of emotional images in ASD, or in individuals with a high degree of autistic traits. The findings have implications for understanding how emotional stimuli are processed in ASD. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01