Evaluation of a Visual Cognitive Style in Autism: A Cluster Analysis.

IF 3.2 2区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Clara Bled, Q Guillon, L Mottron, I Soulieres, L Bouvet
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Abstract

Cognitive style refers to how individuals perceive their environment and solve problems. Among various cognitive styles documented, verbal and visual styles, including object versus spatial cognition, have been widely studied. "Thinking in pictures" is often associated with autism and characterized by enhanced performance and autonomy of certain perceptual areas. This study aimed to characterize the cognitive style of autistic individuals, focusing on this visual "thinking in pictures" style. We assessed 43 autistic and 42 non-autistic adults using the Object Spatial Imagery Verbal Questionnaire to evaluate three dimensions of their cognitive style: visual object, visual spatial, and verbal. Using a cluster analysis, we identified cognitive style profiles. We then examined manifestations of cognitive style within these profiles, including mental imagery abilities (with the Mental Rotation Test), the vividness of mental images (with the Vividness of Visual Imagery Questionnaire), language abilities (with the Mill Hill vocabulary test), and synesthetic experiences. Our results revealed three distinct cognitive profiles: a visual profile characterized by significant mental imagery and vivid mental images, a visuo-spatial profile associated with strong abilities to manipulate mental images but lower vividness of mental images, and a verbal profile with lower spatial imagery and manipulation abilities. While all profiles were observed in autistic individuals, the visual cognitive profile was the most common. Additionally, we found synesthesia to be more prevalent in the autistic population compared to the non-autistic population. This study confirms that, while not exclusive, a visual cognitive style is prevalent among autistic individuals.

评估自闭症患者的视觉认知风格:聚类分析
认知风格是指个人感知环境和解决问题的方式。在各种认知风格中,语言风格和视觉风格,包括物体认知和空间认知,已被广泛研究。"图画思维 "通常与自闭症有关,其特点是某些感知领域的表现和自主性增强。本研究旨在描述自闭症患者的认知风格,重点是这种 "看图思考 "的视觉风格。我们使用 "物体空间想象言语问卷 "对 43 名自闭症成人和 42 名非自闭症成人进行了评估,从视觉物体、视觉空间和言语三个维度来评价他们的认知风格。通过聚类分析,我们确定了认知风格的特征。然后,我们研究了认知风格在这些特征中的表现,包括心理想象能力(通过心理旋转测试)、心理图像的生动性(通过视觉图像生动性问卷)、语言能力(通过米尔希尔词汇测试)和联觉体验。我们的研究结果显示了三种截然不同的认知特征:视觉特征以显著的心理想象和生动的心理图像为特点;视觉空间特征与较强的心理图像操作能力有关,但心理图像的生动程度较低;语言特征则以较低的空间想象和操作能力为特点。虽然在自闭症患者身上观察到了所有特征,但视觉认知特征最为常见。此外,我们还发现,与非自闭症患者相比,自闭症患者的联觉更普遍。这项研究证实,自闭症患者中普遍存在视觉认知风格,但这种风格并不具有排他性。
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来源期刊
CiteScore
8.00
自引率
10.30%
发文量
433
期刊介绍: The Journal of Autism and Developmental Disorders seeks to advance theoretical and applied research as well as examine and evaluate clinical diagnoses and treatments for autism and related disabilities. JADD encourages research submissions on the causes of ASDs and related disorders, including genetic, immunological, and environmental factors; diagnosis and assessment tools (e.g., for early detection as well as behavioral and communications characteristics); and prevention and treatment options. Sample topics include: Social responsiveness in young children with autism Advances in diagnosing and reporting autism Omega-3 fatty acids to treat autism symptoms Parental and child adherence to behavioral and medical treatments for autism Increasing independent task completion by students with autism spectrum disorder Does laughter differ in children with autism? Predicting ASD diagnosis and social impairment in younger siblings of children with autism The effects of psychotropic and nonpsychotropic medication with adolescents and adults with ASD Increasing independence for individuals with ASDs Group interventions to promote social skills in school-aged children with ASDs Standard diagnostic measures for ASDs Substance abuse in adults with autism Differentiating between ADHD and autism symptoms Social competence and social skills training and interventions for children with ASDs Therapeutic horseback riding and social functioning in children with autism Authors and readers of the Journal of Autism and Developmental Disorders include sch olars, researchers, professionals, policy makers, and graduate students from a broad range of cross-disciplines, including developmental, clinical child, and school psychology; pediatrics; psychiatry; education; social work and counseling; speech, communication, and physical therapy; medicine and neuroscience; and public health.
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