Journal of Autism and Developmental Disorders

, Volume 43, Issue 12, pp 2779–2792 | Cite as

Atypical Gaze Following in Autism: A Comparison of Three Potential Mechanisms

  • K. Gillespie-Lynch
  • R. Elias
  • P. Escudero
  • T. Hutman
  • S. P. Johnson
Original Paper

Abstract

In order to evaluate the following potential mechanisms underlying atypical gaze following in autism, impaired reflexive gaze following, difficulty integrating gaze and affect, or reduced understanding of the referential significance of gaze, we administered three paradigms to young children with autism (N = 21) and chronological (N = 21) and nonverbal mental age (N = 21) matched controls. Children with autism exhibited impaired reflexive gaze following. The absence of evidence of integration of gaze and affect, regardless of diagnosis, indicates ineffective measurement of this construct. Reduced gaze following was apparent among children with autism during eye-tracking and in-person assessments. Word learning from gaze cues was better explained by developmental level than autism. Thus, gaze following may traverse an atypical, rather than just delayed, trajectory in autism.

Keywords

Response to joint attention Autism Reflexive gaze following Word learning 

Notes

Acknowledgments

We are very grateful to all of the children and families who participated in our study. We would like to thank Devi Beck-Pancer and Brian Nguyen for their invaluable contributions to stimuli design. We would like to thank the following people for help with data collection and/or coding: Mithi del Rosario, Kia Dela Cruz, Lovella Gomez, Nancy Lê, Jane Lee, Jennifer Nicole Loa, Brigid McCarthy, Christine Park. Connie Kasari provided excellent guidance on study design. This work was supported by National Institutes of Health Grant R01-HD40432 to Scott P. Johnson, NICHD/NIH Autism Centers of Excellence (ACE) Grant Number P50-HD-055784 to Susan Bookheimer, and the FPR-UCLA Center for Culture, Brain and Development. We would also like to thank reviewers for their extremely helpful comments.

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Copyright information

© Springer Science+Business Media New York 2013

Authors and Affiliations

  • K. Gillespie-Lynch
    • 1
    • 2
  • R. Elias
    • 3
  • P. Escudero
    • 4
  • T. Hutman
    • 5
  • S. P. Johnson
    • 2
    • 5
  1. 1.Department of PsychologyCollege of Staten Island, City University of New YorkStaten IslandUSA
  2. 2.Department of PsychologyUniversity of CaliforniaLos AngelesUSA
  3. 3.Department of PsychologyUniversity of California, BerkeleyBerkeleyUSA
  4. 4.MARCS InstituteUniversity of Western SydneySydneyAustralia
  5. 5.Department of Psychiatry and Biobehavioral Sciences, Semel Insitute for Neuroscience and Human BehaviorUniversity of California, Los AngelesLos AngelesUSA

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