Joseph L. Amaral

Current Topics in Children's Learning and Cognition

Learning in Cognitive Niches / Gerhardt, Ana Flavia Lopes Magela -- Using the Dynamics of a Person-Context System to Describe Children’s Understanding of Air Pressure / Steen, Steffie Van der; Steenbeek, Henderien; Geert, Paul Van -- Preschoolers Learning Science: Myth or Reality? / Kloos, Heidi; Baker, Heather; Luken, Eleanor; Brown, Rhonda; Pfeiffer, David; Carr, Victoria -- The Emergence of Scientific Reasoning / Morris, Bradley J.; Croker, Steve; Masnick, Amy M.; Zimmerman, Corinne -- Cognition and the Child Witness : Understanding the Impact of Cognitive Development in Forensic Contexts / Segovia, Daisy A.; Crossman, Angela M. -- Beyond the Black-and-White of Autism : How Cognitive Performance Varies with Context / Amaral, Joseph L.; Collins, Susan; Bohache, Kevin T.; Kloos, Heidi -- Psychological Fitness in Young Adult Video Game Players / Pokorski, Mieczyslaw; Borecki, Lukasz; Jernajczyk, Urszula -- The Impact of Moving Away from Home on Undergraduate Metacognitive Development / Downing, Kevin

Social Motor Synchronization: Insights for Understanding Social Behavior in Autism

Impairments in social interaction and communication are critical features of ASD but the underlying processes are poorly understood. An under-explored area is the social motor synchronization that happens when we coordinate our bodies with others. Here, we explored the relationships between dynamical measures of social motor synchronization and assessments of ASD traits. We found (a) spontaneous social motor synchronization was associated with responding to joint attention, cooperation, and theory of mind while intentional social motor synchronization was associated with initiating joint attention and theory of mind; and (b) social motor synchronization was associated with ASD severity but not fully explained by motor problems. Findings suggest that objective measures of social motor synchronization may provide insights into understanding ASD traits.

Evaluating the importance of social motor synchronization and motor skill for understanding autism

Impairments in social interaction and communicating with others are core features of autism spectrum disorder (ASD), but the specific processes underlying such social competence impairments are not well understood. An important key for increasing our understanding of ASD‐specific social deficits may lie with the social motor synchronization that takes place when we implicitly coordinate our bodies with others. Here, we tested whether dynamical measures of synchronization differentiate children with ASD from controls and further explored the relationships between synchronization ability and motor control problems. We found (a) that children with ASD exhibited different and less stable patterns of social synchronization ability than controls; (b) children with ASD performed motor movements that were slower and more variable in both spacing and timing; and (c) some social synchronization that involved motor timing was related to motor ability but less rhythmic synchronization was not. These findings raise the possibility that objective dynamical measures of synchronization ability and motor skill could provide new insights into understanding the social deficits in ASD that could ultimately aid clinical diagnosis and prognosis. Autism Res 2017, 10: 1687–1699.

Can low-cost motion-tracking systems substitute a Polhemus system when researching social motor coordination in children?

Functionally stable and robust interpersonal motor coordination has been found to play an integral role in the effectiveness of social interactions. However, the motion-tracking equipment required to record and objectively measure the dynamic limb and body movements during social interaction has been very costly, cumbersome, and impractical within a non-clinical or non-laboratory setting. Here we examined whether three low-cost motion-tracking options (Microsoft Kinect skeletal tracking of either one limb or whole body and a video-based pixel change method) can be employed to investigate social motor coordination. Of particular interest was the degree to which these low-cost methods of motion tracking could be used to capture and index the coordination dynamics that occurred between a child and an experimenter for three simple social motor coordination tasks in comparison to a more expensive, laboratory-grade motion-tracking system (i.e., a Polhemus Latus system). Overall, the results demonstrated that these low-cost systems cannot substitute the Polhemus system in some tasks. However, the lower-cost Microsoft Kinect skeletal tracking and video pixel change methods were successfully able to index differences in social motor coordination in tasks that involved larger-scale, naturalistic whole body movements, which can be cumbersome and expensive to record with a Polhemus. However, we found the Kinect to be particularly vulnerable to occlusion and the pixel change method to movements that cross the video frame midline. Therefore, particular care needs to be taken in choosing the motion-tracking system that is best suited for the particular research.

Differentiating Aging Among Adults With Down Syndrome and Comorbid Dementia or Psychopathology.

Differences were examined between three groups of adults with Down syndrome in their behavioral presentation, social life/activities, health, and support needs. We compared those with comorbid dementia, with comorbid psychopathology, and with no comorbid conditions. Adults with comorbid dementia were more likely to be older, have lower functional abilities, have worse health and more health conditions, and need more support in self-care. Adults with comorbid psychopathology were more likely to exhibit more behavior problems and to be living at home with their families. Adults with no comorbidities were most likely to be involved in community employment. Differences in behavioral presentation can help facilitate clinical diagnoses in aging in Down syndrome, and implications for differential diagnosis and service supports are discussed.

Beyond the Black-and-White of Autism: How Cognitive Performance Varies with Context

A child’s cognitive performance can vary considerably from one task context to the next, even when only small details of the task are changed. Such context dependence has given rise to a new way of looking at the underlying processes of children’s thinking (e.g. Smith, Thelen, Titzer, & McLin, 1999; Spencer, Thomas, & McClelland, 2009). Rather than attributing performance to a particular competence (or a lack thereof), performance is attributed to a synergy between the actor and environment, highly sensitive to even seemingly irrelevant details of the task context. Though not complete, this view makes it possible to map out how changes in the context could be harnessed to bring about changes in a child’s behavior. The current chapter looks at whether the same view can be applied to autism spectrum disorder (ASD). A first step in this direction is to explore the extent to which cognitive performance in ASD is affected by apparently irrelevant variations of the task context.

Ascertaining educational outcomes after assessment in children with learning disorders

Abstract Objective: To survey educational outcomes after an interdisciplinary, neuropsychologically based team assessment for learning disorders.Method: Parents of 137 children who underwent a comprehensive interdisciplinary neuropsychologically based assessment for learning problems completed an online survey one to four years later. Questions pertained broadly to school outcomes: positive or negative school responses, changes in special education services, and parental perceptions about the helpfulness of those services. These outcomes were examined in relation to demographic characteristics and parent satisfaction with the evaluation. We also obtained recent performance on state-based academic testing for descriptive purposes.Results: Parents reported that schools generally responded positively (78%), and 70% reported that their children had access to more or different special education services after the evaluation. Parents nearly uniformly (98%) viewed these services as helpful. Positive changes in education services were related to income (lower income received more services, p < .05) and parent satisfaction with the evaluation (p < .05). The intensity of special education services was strongly related to performance on state-based testing (p < .0001–p < .01).Conclusions: School response is a relatively objective and meaningful metric of educational outcome after neuropsychologically based evaluation for children with learning problems.

Understanding the Influence of Social and Motor Context on the Co-occurring Frequency of Restricted and Repetitive Behaviors in Autism

The social and motor context in which restricted and repetitive behaviors (RRBs) occur in autism and their relationship to social traits are not well-understood. Participants with and without autism completed tasks that varied in social and motor engagement and RRB frequency was measured. Motor and verbal RRBs were most common, RRBs varied based on motor and social context for participants with autism, and social engagement was associated with lower motor and verbal RRBs. Significant correlations between RRBs and autism severity, social synchrony, and nonverbal mental age were also found. This research confirms the importance of context for understanding RRBs during on-going tasks and raises questions about whether the factors that elicit vocal and motor RRBs are unique for individual children.