|Slater I 158
Awareness/attention/autism research: there has been evidence that deficits in social processing were better explained by differences in spontaneous attention allocation rather than by deficits in social cognition. (>Emotion/autism research, >Autism/social psychology, >Autism/psychological theories).
Recent studies indicate that activity of the Fusiform Face Area (FFA), an area of the brain that is specialized for facial recognition, which had previously been thought to be very low in ASDs (for a review, see Jemel, Mottron, & Dawson, 2006)(1), can be quasi-normalized provided that participants’ attention to the face is controlled for (Hadjikhani et al., 2004(2)). Furthermore, FFA activity is also observed when participants are presented with stimuli they are intrinsically interested in, such as familiar faces (Pierce, Haist, Sedaghat, & Courchesne, 2004)(3) or cartoon characters (Grelotti et al., 2005)(4).
1. Jemel, B., Mottron, L., & Dawson, G. (2006). Impaired face processing in autism: Fact or artifact? Journal of Autism and Developmental Disorders, 36, 91—106.
2. Hadjikharii, N., Joseph, R. M., Snyder, J., Chabris, C. F., Clark, J., Steele, S., McGrath, L., Vangel, M.,Aharon, I., Feczko, E., Harris, G. J., & Tager-Flusberg, H. (2004). Activation of the fusiform gyrus when individuals with autism spectrum disorder view faces. Neuroimage, 22, 1141—1150.
3. Pierce, K., Haist, F., Sedaghat, F., & Courchesne, E. (2004). The brain response to personally familiar faces in autism: findings of fusiform activity and beyond. Brain, 127, 2703—2716.
4. Grelotti, D., Kiln, A., Gauthier, L, Skudlarski, P., Cohen, D., Gore, J., Volkmar, F., & Schultz, R. (2005). fMRI activation of the fusiform gyrus and amygdala to cartoon characters but not to faces in a boy with autism. Neuropsychoiogia, 43, 3 73—385.
Coralie Chevallier, “Theory of Mind and Autism. Beyond Baron-Cohen et al’s. Sally-Anne Study”, in: Alan M. Slater and Paul C. Quinn (eds.) 2012. Developmental Psychology. Revisiting the Classic Studies. London: Sage Publications_____________Explanation of symbols: Roman numerals indicate the source, arabic numerals indicate the page number. The corresponding books are indicated on the right hand side. ((s)…): Comment by the sender of the contribution. The note [Author1]Vs[Author2] or [Author]Vs[term] is an addition from the Dictionary of Arguments. If a German edition is specified, the page numbers refer to this edition.
Alan M. Slater
Paul C. Quinn
Developmental Psychology. Revisiting the Classic Studies London 2012