Face Perception and Learning in Autism Spectrum Disorders

Details

• Personal Author:
  Faja S ; Neuhaus E ; Webb SJ
• Description:
  Autism Spectrum Disorder (ASD) is characterized by impairment in social communication and restricted and repetitive interests. While not included in the diagnostic characterization, aspects of face processing and learning have shown disruptions at all stages of development in ASD, although the exact nature and extent of the impairment vary by age and level of functioning of the ASD sample as well as by task demands. In this review, we examine the nature of face attention, perception, and learning in individuals with ASD focusing on three broad age ranges (early development, middle childhood, and adolescence/adulthood). We propose that early delays in basic face processing contribute to the atypical trajectory of social communicative skills in individuals with ASD and contribute to poor social learning throughout development. Face learning is a life-long necessity, as the social world of individual only broadens with age, and thus addressing both the source of the impairment in ASD as well as the trajectory of ability throughout the lifespan, through targeted treatments, may serve to positively impact the lives of individuals who struggle with social information and understanding. [Description provided by NIOSH]
• Subjects:
  Behavior Mental Disorders Occupational Health Safety
• Keywords:
  Author Keywords: Autism Spectrum Disorders Behavioral Disorders Face Attention Face Learning Face Processing Psychological Factors Psychosocial Factors Review Sociological Factors
• ISSN:
  1747-0218
• Document Type:
  Text
• Funding:
  Grant
• Genre:
  Journal Article
• Place as Subject:
  California ; Massachusetts ; OSHA Region 1 ; OSHA Region 10 ; OSHA Region 9 ; Washington
• CIO:
  National Institute for Occupational Safety and Health (NIOSH)
• Topic:
  Workplace Safety & Health
• Location:
  North America
• Volume:
  70
• Issue:
  5
• NIOSHTIC Number:
  nn:20053871
• Citation:
  QJ Exp Psychol 2017 May; 70(5):970-986
• Contact Point Address:
  Sara Jane Webb, Center on Child Health, Behavior and Development (CHBD), Seattle Children's Research Institute (SCRI), PO Box 5371, Seattle, WA 98145
• Email:
  sjwebb@uw.edu
• Federal Fiscal Year:
  2017
• Performing Organization:
  University of California, Berkeley
• Peer Reviewed:
  True
• Start Date:
  20120701
• Source Full Name:
  The Quarterly Journal of Experimental Psychology
• End Date:
  20160630
• Collection(s):
  National Institute for Occupational Safety and Health
• Main Document Checksum:
  urn:sha-512:4c3465404829e044d1992e739db98cddad9cc02f3327321de384256a3604c7857c77b090a818a64b642085e5914c68e84cbb8b359ea49b24428ff7ccc8031849
• Download URL:
  https://stacks.cdc.gov/view/cdc/216557/cdc_216557_DS1.pdf
• File Type:
  [PDF - 1.23 MB ]