Lancaster University, Psychology Department, Fylde College, Lancaster, UK.
Autism. 2011 Jul;15(4):457-72. doi: 10.1177/1362361310393364. Epub 2011 Apr 12.
Children with autism spectrum disorder (ASD) can process both interpretations of an ambiguous figure (e.g. rabbit/duck) when told about the ambiguity, however they tend not to do so spontaneously. Here we show that although adolescents with ASD can explicitly experience such 'reversals', implicit measures suggest they are conceptually processing the images differently from learning disabled peers. Participants copied the same ambiguous figures under different contextual conditions, both before and after reversal experience. Results suggest that adolescents with ASD are not influenced by contextual information when copying ambiguous drawings, since they produce similar pictures before and after reversal, compared with controls. This research has implications for how individuals with ASD understand multiple representations and supports the Enhanced Perceptual Functioning theory.
自闭症谱系障碍（ASD）儿童在被告知歧义时可以处理一个模糊图形（例如兔子/鸭子）的两种解释，但他们往往不会自发地这样做。在这里，我们表明，尽管 ASD 青少年可以明确地体验到这种“反转”，但内隐测量表明，他们在概念上对图像的处理与学习障碍的同龄人不同。参与者在反转体验前后，根据不同的上下文条件复制相同的模糊图形。结果表明，当复制模糊图像时，ASD 青少年不受上下文信息的影响，因为与对照组相比，他们在反转前后产生相似的图像。这项研究对于理解多种表示形式的个体具有启示意义，并支持增强的感知功能理论。
