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In everyday experience, visual motion is an extremely important source of information about the world. Motion cues are vital to our perception of where objects are and where they are moving. Biological motion cues give us the information from which to build the fine-grained, almost subconscious understanding of another's emotions and intentions that is so often necessary in social interactions.
The present dissertation had two main objectives. The first objective was to investigate the development of naïve biological reasoning among typically-developing (TD) children and children with high-functioning Autism Spectrum Disorder (HF-ASD). Secondly, the potential link between biological motion understanding and the ability to form the animate-inanimate (A-I) distinction in both TD and HF-ASD children was evaluated. The first study examined the development of the A-I distinction among typically-developing 4- and 5- year-old children, and established that around 5 years of age children are able to form taxonomic A-I categories. Interestingly, when given the opportunity to form categories based on either taxonomic or thematic rules many children switched to categorizing thematically. The second study examined another aspect of naïve biology, namely the ability to identify biological motion among TD children and children with HF-ASD. This study was the first to compare point-light and schematic presentations of biological motion. The point-light biological motion task required children to identify degraded motion of a human, a cat, a bicycle, and a truck. The schematic biological motion task tested whether children associate expansion-contraction motion with the animate category. Across both motion identification tasks children with HF-ASD were unimpaired in identifying biological motion. The final study investigated the development of naïve biology among children with HF-ASD and also sought to determine whether motion perception is linked to the formation of A-I concepts. Children with HF-ASD were unimpaired in their ability to form broad A-I categories. In contrast to what has been found during the infancy period, TD preschool children did not prioritize motion cues when forming A-I categories. Rather, it is hypothesized that pre-school children rely on more global representations of naïve biology that include other non-obvious attributes of animates. Similarly, among children with HF-ASD no relationship between prioritization of attention to biological motion and children’s ability to form the A-I distinction was found. However, children with HF-ASD who engaged more in the active process of visually comparing biological and non-biological motion were better at forming A-I categories. Taken together, the results of these studies indicate that children with HF-ASD were unimpaired on multiple aspects of naïve biological reasoning, specifically, A-I taxonomic category formation and the identification of biological motion. Additionally, the results of this research also suggest that while TD infants rely on motion cues to guide the formation of A-I categories, school-aged children use more global representations of naïve biology that include other perceptual cues and features.
Crucially, differences are found between sensitivity to upright and inverted biological motion in both groups (chapters 3, 5, 6 and 7), demonstrating the specificity, validity and reliability of our perceptual measurements. The results of our study demonstrate that - in visual psychophysical tasks - participants with autism show no differences in sensitivity to biological motion and do not recruit alternative perceptual processes.
An accessible introduction to performing meta-analysis across various areas of research The practice of meta-analysis allows researchers to obtain findings from various studies and compile them to verify and form one overall conclusion. Statistical Meta-Analysis with Applications presents the necessary statistical methodologies that allow readers to tackle the four main stages of meta-analysis: problem formulation, data collection, data evaluation, and data analysis and interpretation. Combining the authors' expertise on the topic with a wealth of up-to-date information, this book successfully introduces the essential statistical practices for making thorough and accurate discoveries across a wide array of diverse fields, such as business, public health, biostatistics, and environmental studies. Two main types of statistical analysis serve as the foundation of the methods and techniques: combining tests of effect size and combining estimates of effect size. Additional topics covered include: Meta-analysis regression procedures Multiple-endpoint and multiple-treatment studies The Bayesian approach to meta-analysis Publication bias Vote counting procedures Methods for combining individual tests and combining individual estimates Using meta-analysis to analyze binary and ordinal categorical data Numerous worked-out examples in each chapter provide the reader with a step-by-step understanding of the presented methods. All exercises can be computed using the R and SAS software packages, which are both available via the book's related Web site. Extensive references are also included, outlining additional sources for further study. Requiring only a working knowledge of statistics, Statistical Meta-Analysis with Applications is a valuable supplement for courses in biostatistics, business, public health, and social research at the upper-undergraduate and graduate levels. It is also an excellent reference for applied statisticians working in industry, academia, and government.
The first edition of the Textbook of Clinical Neuropsychology set a new standard in the field in its scope, breadth, and scholarship. The second edition comprises authoritative chapters that will both enlighten and challenge readers from across allied fields of neuroscience, whether novice, mid-level, or senior-level professionals. It will familiarize the young trainee through to the accomplished professional with fundamentals of the science of neuropsychology and its vast body of research, considering the field’s historical underpinnings, its evolving practice and research methods, the application of science to informed practice, and recent developments and relevant cutting edge work. Its precise commentary recognizes obstacles that remain in our clinical and research endeavors and emphasizes the prolific innovations in interventional techniques that serve the field’s ultimate aim: to better understand brain-behavior relationships and facilitate adaptive functional competence in patients. The second edition contains 50 new and completely revised chapters written by some of the profession's most recognized and prominent scholar-clinicians, broadening the scope of coverage of the ever expanding field of neuropsychology and its relationship to related neuroscience and psychological practice domains. It is a natural evolution of what has become a comprehensive reference textbook for neuropsychology practitioners.