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ERIC Number: EJ933021
Record Type: Journal
Publication Date: 2011-Jul
Pages: 16
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-1362-3613
Implicit and Explicit Understanding of Ambiguous Figures by Adolescents with Autism Spectrum Disorder
Allen, Melissa L.; Chambers, Alison
Autism: The International Journal of Research and Practice, v15 n4 p457-472 Jul 2011
Children with autism spectrum disorder (ASD) can process both interpretations of an ambiguous figure (e.g. rabbit/duck) when told about the ambiguity, however they tend not to do so spontaneously. Here we show that although adolescents with ASD can explicitly experience 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. (Contains 4 figures.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)