GUIDING VISUAL ATTENTION TO ENHANCE DISCRIMINATION LEARNING

已经开发出许多方法来向智力低下的人传授视觉辨别力 残疾。对于许多人来说，这些方法已被证明非常成功。对于某些人来说， 然而，事实证明，使用 这些方法。研究人员面临的挑战是找出这些失败的根源并 设计对特定个人和/或人群最有效的教学方法（例如， 唐氏综合症、自闭症）。这些基于视觉的教学成功的主要决定因素之一 方法是学习者的视觉选择性注意技能。如果个人或团体有不同的视觉 处理技能和/或倾向，那么教学效果也可能会有所不同。例如，那些 据报道，患有自闭症的人具有非常好的视觉辨别能力（O'Riordan & Plaisted，2001），即使与按时间顺序年龄匹配的同龄人进行比较也是如此。然而，这些增强的 能力可能会导致对视觉呈现的不相关方面的关注，因此会干扰 学习。另一方面，患有唐氏综合症的人往往表现出选择性注意力技能 比心理年龄匹配的对照组更差（Munir、Cornish 和 Wilding，2000）。他们是 检测视觉搜索目标的速度较慢，并在这些任务中展示出独特的错误模式。因此， 患有自闭症和唐氏综合症的人表现出独特的视觉分析优势模式 弱点。在设计这些课程的教学计划时必须考虑这些基本技能 人口。 “一刀切”的做法不会有效。该项目解决了这些挑战 直接通过对人群（即患有自闭症、 患有唐氏综合症的人）在如何引导和集中注意力方面可能存在巨大差异 视觉刺激的成分。此外，这项基础研究将用于开发教学程序， 与个人/群体的能力相匹配，以便学习快速且很少出错。 我们将：(1) 评估对物体辨别的关键维度（颜色和形状）的敏感性，以及 自闭症、唐氏综合症、 混合病因智力低下，无智力障碍（MA 匹配）； (2)评估视觉搜索 复杂视觉阵列的技能，其中多个维度（例如颜色和形式）同时变化。 在这些阵列中，多个维度和特征争夺注意力； (3)设计教学 与这些人群独特的视觉处理特征相匹配的程序。 参与项目的人员，包括顾问/合作者。根据需要使用连续页面来提供 参与该项目的所有个人的所需信息如下所示。 首席研究员：Michael Carlin，UMMS Shriver 中心精神病学助理教授 联合研究员：Richard Serna，UMMS Shriver 中心精神病学助理教授 第115页 精神发育迟滞中的刺激控制研究 Mcllvane，William J. 项目 1：Carlin & Serna A. 具体目标 已经开发出许多方法来向智力低下的人传授视觉辨别力 残疾。对于许多人来说，这些方法已被证明非常成功。然而，对于某些人来说， 事实证明，使用这些方法将注意力集中在与任务相关的刺激特征上是困难或不可能的。 研究人员面临的挑战是找出这些失败的根源并设计教学方法 对特定个人和/或人群（例如唐氏综合症、自闭症）最有效。其中之一 这些基于视觉的教学方法成功的主要决定因素是视觉选择性注意 学习者的技能。如果个人或群体具有不同的视觉处理技能和/或倾向，那么 教学效果也可能有所不同。例如，据报道，患有自闭症的人 非常好的视觉辨别能力（O'Riordan & Plaisted，2001），即使与 按时间顺序年龄匹配的同龄人。然而，这些增强的能力可能会导致对不相关的关注 视觉呈现的各个方面，因此会干扰学习。那些患有唐氏综合症的人， 另一方面，往往表现出比心理年龄匹配的比较差的选择性注意力技能 组（Munir、Cornish 和 Wilding，2000）。它们检测视觉搜索目标的速度较慢，并表现出 这些任务中的错误的独特模式。因此，患有自闭症和唐氏综合症的人表现出独特的 视觉分析模式的优点和缺点。设计时必须考虑这些基本技能 针对这些人群的教学计划。 “一刀切”的做法不会有效。 该项目通过对视觉搜索技能的深入分析来直接解决这些挑战 不同人群（即自闭症患者、唐氏综合症患者）的指导方式可能存在巨大差异 并将注意力集中在视觉刺激的成分上。此外，这项基础研究将用于开发 与个人/群体的能力相匹配的教学程序，以便学习快速且有效 很少有错误。因此，该项目的具体目标是： (1) 评估对物体辨别（颜色和形状）和字母/数字的关键维度的敏感性 自闭症、唐氏综合症、混合病因人群中的歧视（例如线方向、曲率） 精神发育迟滞，无智力障碍（MA 匹配）。该项目的这个组成部分将提供 对这些人群中特定维度的歧视技能进行全面分析。现有文献， 尽管有限，但这意味着这些人群在这些任务上的表现将截然不同。 此外，我们使用反应时间（RT）和眼动追踪测量

Numerous methods have been developed to teach visual discriminations to individuals with intellectual disabilities. For many individuals, these methods have proven very successful. For some individuals, however, directing attention to task-relevant features of stimuli has proven difficult or impossible using these methods. The challenges facing researchers are to identify the bases of these failures and to design teaching methods that are maximally effective for particular individuals and/or populations (e.g., Down syndrome, autism). One of the main determinants of the success of these visually based teaching methods is the visual selective attention skills of the learner. If individuals or groups have differing visual processing skills and/or tendencies, then teaching effectiveness may vary as well. For example, those with autism have been reported to have exceptionally good visual discrimination skills (O'Riordan & Plaisted, 2001), even when compared to chronological-age-matched peers. However, these enhanced abilities may result in attention to irrelevant aspects of a visual presentation and, therefore, interfere with learning. Those with Down syndrome, on the other hand, tend to demonstrate selective attention skills that are poorer than mental-age-matched comparison groups (Munir, Cornish, & Wilding, 2000). They are slower to detect targets of visual search and demonstrate a unique pattern of errors on these tasks. Thus, individuals with autism and Down syndrome demonstrate unique patterns of visual analysis strengths and weaknesses. These basic skills must be considered when designing teaching programs for these populations. A "one-size-fits-all" approach will not be effective. This project addresses these challenges directly by providing an in-depth analysis of visual search skills in populations (i.e., those with autism, those with Down syndrome) likely to differ dramatically in how they direct and focus attention on components of visual stimuli. Further, this basic research will be used to develop teaching procedures that match the abilities of the individual/population so that learning occurs quickly and with few errors. We will: (1) assess sensitivities to critical dimensions for object discrimination (color and form) and letter/number discrimination (e.g., line orientation, curvature) in populations with autism, Down syndrome, mixed-etiology mental retardation, and no intellectual disability (MA-matched); (2) assess visual search skills in complex visual arrays within which multiple dimensions (e.g., color and form) vary simultaneously. In these arrays, multiple dimensions and features compete for attention; and (3) design teaching procedures that match the unique visual processing profiles of these populations. PERSONNEL ENGAGED ON PROJECT, INCLUDING CONSULTANTS/COLLABORATORS. Usecontinuation pages as needed to provide the required information in the format shown below on all individuals participating in the project. Principal Investigator: Michael Carlin, Assistant Professor of Psychiatry, UMMS Shriver Center Co- Investigator: Richard Serna, Assistant Professor of Psychiatry, UMMS Shriver Center Page 115 Studies of Stimulus Control in Mental Retardation Mcllvane, William J. Project 1: Carlin & Serna A. SPECIFIC AIMS Numerous methods have been developed to teach visual discriminations to individuals with intellectual disabilities. For many individuals, these methods have proven very successful. For some individuals, however, directing attention to task-relevant features of stimuli has proven difficult or impossible using these methods. The challenges facing researchers are to identify the bases of these failures and to design teaching methods that are maximally effective for particular individuals and/or populations (e.g., Down syndrome, autism). One of the main determinants of the success of these visually based teaching methods is the visual selective attention skills of the learner. If individuals or groups have differing visual processing skills and/or tendencies, then teaching effectiveness may vary as well. For example, those with autism have been reported to have exceptionally good visual discrimination skills (O'Riordan & Plaisted, 2001), even when compared to chronological-age-matched peers. However, these enhanced abilities may result in attention to irrelevant aspects of a visual presentation and, therefore, interfere with learning. Those with Down syndrome, on the other hand, tend to demonstrate selective attention skills that are poorer than mental-age-matched comparison groups (Munir, Cornish, & Wilding, 2000). They are slower to detect targets of visual search and demonstrate a unique pattern of errors on these tasks. Thus, individuals with autism and Down syndrome demonstrate unique patterns of visual analysis strengths and weaknesses. These basic skills must be considered when designing teaching programs for these populations. A "one-size-fits-all" approach will not be effective. This project addresses these challenges directly by providing an in-depth analysis of visual search skills in populations (i.e., those with autism, those with Down syndrome) likely to differ dramatically in how they direct and focus attention on components of visual stimuli. Further, this basic research will be used to develop teaching procedures that match the abilities of the individual/population so that learning occurs quickly and with few errors. The specific aims of this project, therefore, are to: (1) assess sensitivities to critical dimensions for object discrimination (color and form) and letter/number discrimination (e.g., line orientation, curvature) in populations with autism, Down syndrome, mixed-etiology mental retardation, and no intellectual disability (MA-matched). This component of the project will provide a comprehensive analysis of dimension-specific discrimination skills in these populations. Existing literature, though limited, implies that these populations would be expected to perform quite differently on these tasks. Further, our use of reaction time (RT) and eye-tracking measures of