Slipped Lips: Onset Asynchrony Detection of Auditory-Visual Language in Autism

Ruth B. Grossman, Matthew H. Schneps, and Helen Tager-Flusberg

(2009) Journal of Child Psychology and Psychiatry (Vol 50, No. 4).

ABSTRACT Background: It has frequently been suggested that individuals with autism spectrum disorder (ASD) have deficits in auditory-visual (AV) sensory integration. Studies of language integration have mostly used non-word syllables presented in congruent and incongruent AV combinations and demonstrated reduced influence of visual speech in individuals with ASD. The aim of our study was to test whether adolescents with high-functioning autism are able to integrate AV information of meaningful, phrase-length language in a task of onset-asynchrony detection. Methods: Participants were 25 adolescents with ASD and 25 typically developing (TD) controls. The stimuli were video clips of complete phrases using simple, commonly occurring words. The clips were digitally manipulated to have the video precede the corresponding audio by 0, 4, 6, 8, 10, 12, or 14 video frames, a range of 0-500ms. Participants were shown the video clips in random order and asked to indicate whether each clip was in-synch or not. Results: There were no differences between adolescents with ASD and their TD peers in accuracy of onset-asynchrony detection at any slip rate. Conclusions: These data indicate that adolescents with ASD are able to integrate auditory and visual components in a task of onset-asynchrony detection using natural, phrase-length language stimuli. We propose that the meaningful nature of the language stimuli in combination with presentation in a non-distracting environment allowed adolescents with autism spectrum disorder to demonstrate preserved accuracy for bi-modal AV integration.

Visual Learning and the Brain: Implications for Dyslexia

Matthew H. Schneps, L. Todd Rose, and Kurt W. Fischer

(2007) Journal of Mind, Brain, and Education (Vol 1, No. 3).

ABSTRACT The central and peripheral visual fields are structurally segregated in the brain, and are differentiated by their anatomical and functional characteristics. While the central field appears well suited for tasks such as visual search, the periphery is optimized for rapid processing over broad regions. People vary in their abilities to make use of information in the center versus the periphery, and we propose that this bias leads to a tradeoff between abilities for sequential search versus contemporaneous comparisons. The parameter of PCR (periphery-to-center ratio) describes the degree of peripheral bias, which evidence suggests is high in many people with dyslexia. That is, many dyslexics favor the peripheral visual field over the center, which results in not only search deficits but also (more surprisingly) talents for visual comparison. The PCR framework offers a coherent explanation for these seemingly contradictory observations of both deficit and talent in visual processing. The framework has potential implications for instructional support in visually intensive domains such as science and mathematics.

Presentations

The Power and Pitfalls of Visual Thinking

Matthew H. Schneps

Rochester Institute of Technology, College of Science, Distinguished Speaker Series, February 13, 2009

Abstract

Reading Images vs Reading Text: An Advantage for Dyslexia

Matthew H. Schneps

Rochester Institute of Technology, Center for Imaging Science Seminar, February 12, 2009

Abstract

Science and Learning Disabilities: Putting Theory into Practice

Matthew H. Schneps, L. Todd Rose

Council of Chief State School Officers SCASS Meeting, October 11, 2007, Washington, DC

Presentation PowerPoint (includes navigation buttons)

Dyslexia and Astronomy

Matthew H. Schneps, L. J. Greenhill, L. T. Rose

American Astronomical Society 211th Meeting Austin, TX, 7-11 January, 2008

Abstract

Asynchrony Detection of Visual and Auditory Speech by Adolescents With Autism

Ruth B Grossman, Matthew H Schneps, and Helen Tager-Flusberg

Autism Consortitum - 2nd Scientific Retreat (2007)

Abstract

Press Releases

Learning Disabilities Are Sometimes Advantageous

New theory suggests that disabilities such as dyslexia may bring advantages for some forms of learning

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