Superior disembedding in children with ASD: New tests using abstract, meaningful, and 3D contexts

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van der Hallen, Ruth; Chamberlain, Rebecca; De-Wit, Lee and Wagemans, Johan. 2018. Superior disembedding in children with ASD: New tests using abstract, meaningful, and 3D contexts. Journal of Autism and Developmental Disorders, 48(7), pp. 2478-2489. ISSN 0162-3257 [Article]

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Official URL: https://link.springer.com/article/10.1007/s10803-0...

Abstract or Description

Since its initial development, the Embedded Figures Test (EFT) has been used extensively to measure local-global perceptual style. However, little is known about the perceptual factors that
influence target detection. The current study aimed to investigate disembedding in children with and without ASD, aged 8-15y, using the newly developed, stimulus-controlled L-EFT, M-EFT and D-EFT. Firstly, results revealed superior disembedding for children with ASD, irrespective of the type of target or embedding context, although the ASD group took more time in both the M-EFT and D-EFT. Secondly, the number of target lines continuing into the context proved more of a hindrance for the controls. Taken together, these findings provide strong evidence to support the notion of superior disembedding in ASDSince its initial development, the Embedded Figures Test (EFT) has been used extensively to
measure local-global perceptual style. However, little is known about the perceptual factors that influence target detection. The current study aimed to investigate disembedding in children with and without ASD, aged 8-15y, using the newly developed, stimulus-controlled L-EFT, M-EFT and D-EFT. Firstly, results revealed superior disembedding for children with ASD, irrespective of the type of target or embedding context, although the ASD group took more time in both the M-EFT and D-EFT. Secondly, the number of target lines continuing into the context proved more of a hindrance for the controls. Taken together, these findings provide strong evidence to support the notion of superior disembedding in ASD.

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Article

Identification Number (DOI):

https://doi.org/10.1007/s10803-018-3508-y