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Multisensory Priming Effect in Preschool Children with Autism Spectrum Disorder

Abstract

We studied the priming effect parameters in preschool children with autism spectrum disorder. We compared the temporal dynamics of the influence of pre-exposure to visual image on the accuracy and speed of sound differentiation in children with normal development and with autism spectrum disorder. We observed significant differences in the severity of the priming effect and the temporal dynamics of the facilitation effect in recognition on presentation of congruent and incongruent combinations of stimuli in these groups. No significant differences were found between the groups of children with low and high severities of autistic disorder. After the training session with the recognition of simultaneous heteromodal complex signals, the facilitation of reaction to congruent combinations of stimuli with the introduction of incongruent combinations was close to that in the group of children with normal development. The characteristics of the manifestation of the priming effect in this case depended on the severity of the autistic syndrome.

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ACKNOWLEDGMENTS

The authors are grateful to the staff of elementary school no. 755 of the Regional Autism Center (St. Petersburg) for the opportunity to conduct the study.

Funding

This work was supported by the Russian Foundation for Basic Research, project no. 17-06-00644-OGN.

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Correspondence to L. V. Cherenkova.

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Conflict of interest. The authors declare that they have no conflict of interest related to the publication of this article.

Statement of compliance with standards of research involving humans as subjects. All studies were carried out in accordance with the principles of biomedical ethics formulated in the 1964 Helsinki Declaration and its later amendments and approved by the Ethics Committee of St. Petersburg State University (St. Petersburg). Parents of each child participating in the study provided voluntary written informed consent signed by them after explaining the potential risks and benefits, as well as the nature of the forthcoming study.

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Translated by E. Babchenko

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Cherenkova, L.V., Sokolova, L.V. Multisensory Priming Effect in Preschool Children with Autism Spectrum Disorder. Hum Physiol 46, 141–148 (2020). https://doi.org/10.1134/S0362119720010053

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  • DOI: https://doi.org/10.1134/S0362119720010053

Keywords:

  • priming effect
  • intersensory integration
  • preschool age
  • autism spectrum disorder