| Title |
The Effects of Face Expertise Training on the Behavioral Performance and Brain Activity of Adults with High Functioning Autism Spectrum Disorders
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, April 2011
|
| DOI | 10.1007/s10803-011-1243-8 |
| Pubmed ID | |
| Authors |
Susan Faja, Sara Jane Webb, Emily Jones, Kristen Merkle, Dana Kamara, Joshua Bavaro, Elizabeth Aylward, Geraldine Dawson |
| Abstract |
The effect of expertise training with faces was studied in adults with ASD who showed initial impairment in face recognition. Participants were randomly assigned to a computerized training program involving either faces or houses. Pre- and post-testing included standardized and experimental measures of behavior and event-related brain potentials (ERPs), as well as interviews after training. After training, all participants met behavioral criteria for expertise with the specific stimuli on which they received training. Scores on standardized measures improved after training for both groups, but only the face training group showed an increased face inversion effect behaviorally and electrophysiological changes to faces in the P100 component. These findings suggest that individuals with ASD can gain expertise in face processing through training. |
Mendeley readers
The data shown below were compiled from readership statistics for 204 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 2 | <1% |
| Malaysia | 1 | <1% |
| France | 1 | <1% |
| Germany | 1 | <1% |
| Finland | 1 | <1% |
| Italy | 1 | <1% |
| China | 1 | <1% |
| United Kingdom | 1 | <1% |
| Unknown | 195 | 96% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 43 | 21% |
| Researcher | 26 | 13% |
| Student > Master | 25 | 12% |
| Student > Doctoral Student | 20 | 10% |
| Student > Bachelor | 15 | 7% |
| Other | 39 | 19% |
| Unknown | 36 | 18% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 78 | 38% |
| Medicine and Dentistry | 23 | 11% |
| Social Sciences | 18 | 9% |
| Neuroscience | 12 | 6% |
| Computer Science | 7 | 3% |
| Other | 24 | 12% |
| Unknown | 42 | 21% |
Attention Score in Context
This research output has an Altmetric Attention Score of 4. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 05 April 2013.
All research outputs
#6,824,531
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#2,533
of 5,240 outputs
Outputs of similar age
#36,020
of 111,536 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#30
of 44 outputs
Altmetric has tracked 23,867,274 research outputs across all sources so far. This one has received more attention than most of these and is in the 70th percentile.
So far Altmetric has tracked 5,240 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.2. This one has gotten more attention than average, scoring higher than 50% of its peers.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 111,536 tracked outputs that were published within six weeks on either side of this one in any source. This one has gotten more attention than average, scoring higher than 65% of its contemporaries.
We're also able to compare this research output to 44 others from the same source and published within six weeks on either side of this one. This one is in the 31st percentile – i.e., 31% of its contemporaries scored the same or lower than it.