Mila Vulchanova

Predictive Eye Movements Are Driven by Goals, Not by the Mirror Neuron System

The importance of a mirror neuron system (MNS) as a mechanism for understanding the actions of others has been established (e.g., Rizzolatti, Fadiga, Gallese, & Fogassi, 1996). Neurons in the primate premotor cortex fire both when a monkey performs an action (e.g., grasping) and when the monkey observes someone else performing the same action. It has also been proposed that the MNS is the starting point for understanding the intentions and goal-directed behavior of others (Fogassi et al., 2005; Gallese & Goldman, 1998). Consistent with this view, Falck-Ytter, Gredeback, and von Hofsten (2006) argued that the MNS is implicated in proactive goal-directed (predictive) eye movements. In a series of eye-tracking studies, participants observed a toy object moving along a trajectory toward a container. Adults and 1-year-old infants looked ahead of the toy and toward the goal container only when a hand was observed moving the toy (the human-agent condition). Proactive goaldirected eye movements were not found in two further conditions: a self-propelled condition, in which a toy with rudimentary facial features moved along the trajectory by itself, or a mechanical motion condition, in which a ball with no distinctive features moved along the trajectory. Falck-Ytter et al. interpreted these data as evidence that the MNS is necessary for proactive goal-directed eye movements. Moreover, the absence of proactive goal-directed eye movements in 6-month-old infants (who are too young to perform the actions themselves) is taken as further support for the MNS account. These claims are premature. The conditions run by FalckYtter et al. (2006) do not discriminate between predicted human motion tied to intention and predicted agent goals tied to intention. Consistent with the mirror neuron hypothesis, movement of the hand may necessarily involve the simulation of motion via the MNS, and proactive goal-directed eye movements may therefore only occur when a hand is shown to move the object. Alternatively, a hand moving an object involves the intention of an agent to place the object in the goal container, and the expectation that the agent intends for the object to end up in a goal location may cause the proactive eye movements (consistent with teleological stance theory; Gergely & Csibra, 2003). To arbitrate between these accounts, it is necessary to run a human-agent condition without human movement. Therefore, we set out to test the claims of Falck-Ytter, et al. (2006), but with the addition of a new critical condition missing in the original study. We ran three movement conditions: the human-agent condition, in which a human agent was shown moving a toy frog toward a goal container (i.e., [1human agent, 1human motion]); the self-propelled condition, in which no human agent was shown moving the frog (i.e., [ human agent, human motion]); and the new condition, in which a human agent was shown with hand behind the starting point of the frog, flicking it so as to propel it along a trajectory (as in the game ‘‘Tiddlywinks’’; i.e., [1human agent, human motion]; see Fig. 1a). In the latter condition, the human-agent intention is matched to that of the human-agent condition, but human motion is not shown along the trajectory. This allows a clean test of the MNS versus goal-intention explanations for the proactive eye-movement data. We also ran each condition in two ways. In the original humanagent condition run by Falck-Ytter et al. (2006), when the toy object reached the bucket, a sound was played and a smiley face on the bucket was animated. This could serve to heighten the desirability of the goal state, encouraging proactive eye movements in a manner consistent with teleological stance theory. Therefore, we ran each of the three conditions with and without end effects. For the conditions with end effects, when the toy The order of authorship is arbitrary; all authors contributed equally to the work reported. Address correspondence to Kenny R. Coventry, Cognition and Communication Research Centre, Northumbria University, Northumberland Building, Northumberland Rd., Newcastle Upon Tyne NE1 8ST, United Kingdom, e-mail: kenny.coventry@ northumbria.ac.uk. PSYCHOLOGICAL SCIENCE

Figurative language processing in atypical populations: the ASD perspective

This paper is intended to provide a critical overview of experimental and clinical research documenting problems in figurative language processing in atypical populations with a focus on the Autistic Spectrum. Research in the comprehension and processing of figurative language in autism invariably documents problems in this area. The greater paradox is that even at the higher end of the spectrum or in the cases of linguistically talented individuals with Asperger syndrome, where structural language competence is intact, problems with extended language persist. If we assume that figurative and extended uses of language essentially depend on the perception and processing of more concrete core concepts and phenomena, the commonly observed failure in atypical populations to understand figurative language remains a puzzle. Various accounts have been offered to explain this issue, ranging from linking potential failure directly to overall structural language competence (Norbury, 2005; Brock et al., 2008) to right-hemispheric involvement (Gold and Faust, 2010). We argue that the dissociation between structural language and figurative language competence in autism should be sought in more general cognitive mechanisms and traits in the autistic phenotype (e.g., in terms of weak central coherence, Vulchanova et al., 2012b), as well as failure at on-line semantic integration with increased complexity and diversity of the stimuli (Coulson and Van Petten, 2002). This perspective is even more compelling in light of similar problems in a number of conditions, including both acquired (e.g., Aphasia) and developmental disorders (Williams Syndrome). This dissociation argues against a simple continuity view of language interpretation.

Can you play with fire and not hurt yourself?: A comparative study in figurative language comprehension between individuals with and without autism spectrum disorder

Individuals with High functioning autism (HFA) are distinguished by relative preservation of linguistic and cognitive skills. However, problems with pragmatic language skills have been consistently reported across the autistic spectrum, even when structural language is intact. Our main goal was to investigate how highly verbal individuals with autism process figurative language and whether manipulation of the stimuli presentation modality had an impact on the processing. We were interested in the extent to which visual context, e.g., an image corresponding either to the literal meaning or the figurative meaning of the expression may facilitate responses to such expressions. Participants with HFA and their typically developing peers (matched on intelligence and language level) completed a cross-modal sentence-picture matching task for figurative expressions and their target figurative meaning represented in images. We expected that the individuals with autism would have difficulties in appreciating the non-literal nature of idioms and metaphors, despite intact structural language skills. Analyses of accuracy and reaction times showed clearly that the participants with autism performed at a lower level than their typically developing peers. Moreover, the modality in which the stimuli were presented was an important variable in task performance for the more transparent expressions. The individuals with autism displayed higher error rates and greater reaction latencies in the auditory modality compared to the visual stimulus presentation modality, implying more difficulty. Performance differed depending on type of expression. Participants had more difficulty understanding the culturally-based expressions, but not expressions grounded in human experience (biological idioms). This research highlights the importance of stimulus presentation modality and that this can lead to differences in figurative language comprehension between typically and atypically developing individuals. The current study also contributes to current debates on the role of structural language in figurative language comprehension in autism.

Language against the odds, or rather not: the weak central coherence hypothesis and language

EV is a child with a talent for learning language combined with Asperger syndrome. EV’s talent is evident in the unusual circumstances of her acquisition of both her first (Bulgarian) and second (German) languages and the unique patterns of both receptive and expressive language (in both the L1 and L2), in which she shows subtle dissociations in competence and performance consistent with an uneven cognitive profile of skills and abilities. We argue that this case provides support for theories of language learning and usage that require more general underlying cognitive mechanisms and skills. One such account, the Weak Central Coherence (WCC) hypothesis of autism, provides a plausible framework for the interpretation of the simultaneous co-occurrence of EV’s particular pattern of cognitive strengths and weaknesses. Furthermore, we show that specific features of the uneven cognitive profile of Asperger syndrome can help explain the observed language talent displayed by EV. Thus, rather than demonstrating a case where language learning takes place despite the presence of deficits, EV’s case illustrates how a pattern of strengths within this profile can specifically promote language learning.

Morphology in autism spectrum disorders: Local processing bias and language

We conducted a detailed study of a case of linguistic talent in the context of autism spectrum disorder, specifically Asperger syndrome. I.A. displays language strengths at the level of morphology and syntax. Yet, despite this grammar advantage, processing of figurative language and inferencing based on context presents a problem for him. The morphology advantage for I.A. is consistent with the weak central coherence (WCC) account of autism. From this account, the presence of a local processing bias is evident in the ways in which autistic individuals solve common problems, such as assessing similarities between objects and finding common patterns, and may therefore provide an advantage in some cognitive tasks compared to typical individuals. We extend the WCC account to language and provide evidence for a connection between the local processing bias and the acquisition of morphology and grammar.

Strategies of readers with autism when responding to inferential questions: An eye‐movement study

Previous research suggests that individuals with autism spectrum disorder (ASD) have difficulties with inference generation in reading tasks. However, most previous studies have examined how well children understand a text after reading or have measured on‐line reading behavior without response to questions. The aim of this study was to investigate the online strategies of children and adolescents with autism during reading and at the same time responding to a question by monitoring their eye movements. The reading behavior of participants with ASD was compared with that of age‐, language‐, nonverbal intelligence‐, reading‐, and receptive language skills‐matched participants without ASD (control group). The results showed that the ASD group were as accurate as the control group in generating inferences when answering questions about the short texts, and no differences were found between the two groups in the global paragraph reading and responding times. However, the ASD group displayed longer gaze latencies on a target word necessary to produce an inference. They also showed more regressions into the word that supported the inference compared to the control group after reading the question, irrespective of whether an inference was required or not. In conclusion, the ASD group achieved an equivalent level of inferential comprehension, but showed subtle differences in reading comprehension strategies compared to the control group. Autism Res 2017, 10: 888–900.

Predictors of reading in Urdu: does deep orthography have an impact?

The aim of this study was to establish the extent to which rapid automatized naming (RAN) and non-word repetition (NWR) tasks predict reading fluency and reading accuracy in Urdu. One hundred sixty (8–9 years) children attending two types of schools (Urdu and English medium schools) were distributed into two groups, a control and a reading disability group on the basis of teacher’s report. The results confirmed the role of RAN in predicting reading fluency in both groups. The role of NWR as a predictor of accuracy was also confirmed, although the strength of the relationship was modulated by RAN in the reading disability group. There are no tests available to identify children with reading problems in Urdu. Our study supports the validity of NWR and RAN tasks for the purposes of screening for reading deficits. The performance results also confirm the original grouping based on teacher reports. The study further highlights the importance of medium of instruction and increased oral language input in learning to read.

Can you tell it by the prime? A study of metaphorical priming in high‐functioning autism in comparison with matched controls

BACKGROUND Problems with pragmatic aspects of language are well attested in individuals on the autism spectrum. It remains unclear, however, whether figurative language skills improve with language status and whether problems in figurative language are no longer present in highly verbal individuals with autism. AIMS To investigate whether highly verbal individuals with autism perform similarly as age-, intelligence- and verbal comprehension-matched controls on the processing of one of the most common types of figurative language, metaphors. The goal was to establish whether the participants with autism are primed similarly to controls by figurative expressions (metaphors) presented in different conditions. METHODS & PROCEDURES The experiment was designed as a cross-modal lexical-decision task where metaphors served as primes for target words related to their figurative or literal meaning. OUTCOMES & RESULTS Our findings show that both ASD and control participants made very few errors in the experimental task. However, the participants with ASD presented with problems in performance on the task, reflected in significantly slower reaction times compared with the typically developing peer groups. The similar response speed observed between the younger typical control children and the adult ASD participants suggests that the mechanisms underlying metaphor processing (e.g., selection of metaphorical versus literal interpretation) are still developing in high-functioning autism, very much like in typical children. CONCLUSIONS & IMPLICATIONS These results may suggest that metaphor processing requires more than adequate language competences. The findings are also suggestive of a delay in developing sensitivity to figurative language, rather than sheer inability. This suggests that a timely training programme can be implemented to improve figurative language abilities in ASD.

Factor Structure of the Bulgarian CAST: (Childhood Autism Spectrum Test)

The number of studies addressing the latent structure of specific screening and diagnostic tools for autism spectrum conditions is still limited. The current study explored the latent structure of the Bulgarian CAST (Childhood Autism Spectrum Test) in screening for autism in the Bulgarian population. The data were analysed using factor analyses. A hierarchical model with two primary factors yielded best data fit. This structure is consistent with the two main categories adopted in the DSM-5 and current accounts of the range of conditions broadly falling into two main clusters of symptoms. These results confirm the validity of CAST as a tool for screening for autism spectrum conditions in other cultures and support the construct validity of the model and criteria included in the DSM-5. Furthermore, our results demonstrate how factor analysis can be exploited to reveal the underlying structure of screening tools aimed at capturing the behavioural traits of deficit phenotypes.

Editorial: Language Development in the Digital Age

The digital age is changing our children’s lives and childhood dramatically. New technologies transform the way people interact with each other, the way stories are shared and distributed, and the way reality is presented and perceived. Parents experience that toddlers can handle tablets and apps with a level of sophistication the children’s grandparents can only envy. In Great Britain, a recent survey of preschoolers shows that a rising number of toddlers are now put to bed with a tablet instead of a bedtime story. In the USA, a telephone survey of 1,009 parents of children aged 2–24 months (Zimmerman et al., 2007a) documents that by 3 months of age, about 40% of children regularly watched television, DVDs or videos, while by 24 months the proportion rose to 90%. Moreover, with the advance and exponential use of social media, children see their parents constantly interacting with mobile devices, instead of with people around them. Still, research in the US indicates that assistive social robots seem to have a favorable effect on children’s language development (Westlund et al.). Existing theories of language acquisition emphasize the role of language input and the child’s interaction with the environment as crucial to language development. From this perspective, we need to ask: What are the consequences of this new digital reality for children’s acquisition of the most fundamental of all human skills: language and communication? Are new theories needed that can help us understand how children acquire language? Do the new digital environment and the new ways of interaction change the way languages are learned, or the quality of language acquisition? Is the use of new media beneficial or harmful to children’s language and cognitive development? Can new technologies be tailored to support child growth and, most importantly, can they be designed to enhance language learning in vulnerable children? These questions and issues can only be addressed bymeans of an interdisciplinary approach that aims at developing new methods of data collection and analysis in a longitudinal perspective. This type of research is however not yet documented.