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Edited by Randolph Blake, Vanderbilt University, Nashville, TN, and approved May 11, 2015 (received for review February 27, 2015)
Article Figures & SI
Figures
- Fig. 1.
The paradigm used to measure the numerosity effect in children. In the baseline condition, “adaptation” was to a neutral numerosity (40 dots each side, the average number in the test) and lasted 500 ms. In the adaptation condition (shown here) the adaptation stimuli comprised 80 dots on the left and 20 dots on the right and lasted for 3,000 ms (with dot positions randomized every 500 ms). Participants were told to respond after each pair was presented (to prevent confusion of when to respond) but only responses following the test pair were of interest.
- Fig. 2.
Example of psychometric functions, plotting the proportion of trials participants reported the left side as appearing more numerous, as a function of numerosity of the left side (the right side varied inversely by the same proportion, so the geometric mean of the two stimuli equaled the standard 40 dots, indicated by the gray arrows on the abscissae). The vertical dashed lines point to the estimates of the points of subjective equality (PSE), given by the median of the fitted cumulative Gaussian functions. Data in red refer to baseline conditions and those in black to adaptation conditions. (A) Data for a representative typically developing child. (B) Data for a representative child with ASD. (C) All data for the typical group pooled (n = 18). (D) All data for the ASD group pooled (n = 16).
- Fig. 3.
(A) Scatterplot of adaptation magnitude against the coefficient of variation for all participants (children with ASD, red symbols; typical children, blue symbols). The arrows indicate the mean of the two groups and shaded areas 95% confidence intervals. Coefficients of variation are similar between typically developing comparison children and children with ASD, whereas the size of the adaptation is different between the two groups. (B) Bar graphs showing the size of the aftereffect for the two groups, with symbols showing individual data. Error bars correspond to ±1 SEM. (C) Mean coefficient of variation for discriminating numerosity in the baseline and adaptation conditions for the two groups.
Tables
- Table 1.
Descriptive statistics for developmental variables for children with autism and typically developing children
Variable Children with ASD Typical children N 16 18 Sex, male: female 13: 3 11: 7 Age, y Mean (SD) 10.30 (2.11) 11.05 (2.1) Range 7–14 7–14 Full-Scale IQ* Mean (SD) 107.15 (15.31) 115.44 (7.55) Range 80–126 104–124 ADOS-2† Mean (SD) 10.53 (3.7) Range 7–18
Children with autism adapt less to number
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- Biological Sciences
- Psychological and Cognitive Sciences
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