Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Autism Spectrum Disorder

Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.

Learning Disabilities

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

What Are the Research Priorities for the Dyslexia Community in the United Kingdom and How Do They Align With Previous Research Funding?

Dyslexia (Chichester, England)·2025

Same author

Applied Principles for Inclusive Practice in Neurodevelopmental Research: A Selection and Report of Illustrative Case Studies.

Current developmental disorders reports·2025

Same author

Hearing What You Can't See: Influence of Face Masks on Speech Perception and Eye Movement by Adults With Hearing Loss.

Journal of speech, language, and hearing research : JSLHR·2024

Same author

Contextual diversity and anchoring: Null effects on learning word forms and opposing effects on learning word meanings.

Quarterly journal of experimental psychology (2006)·2023

Same author

Eye Movements of Deaf Students in Expository Versus Narrative Texts.

American annals of the deaf·2022

Same author

Contextual diversity during word learning through reading benefits generalisation of learned meanings to new contexts.

Quarterly journal of experimental psychology (2006)·2022

Search research articles

Related Experiment Video

Updated: Jul 3, 2026

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Published on: December 14, 2012

Brief report: Autistic students read between lines.

Inmaculada Fajardo¹, Holly Joseph²

¹Department of Developmental and Educational Psychology/ERI Lectura, Faculty of Psychology, University of Valencia, Av. Blasco Ibáñez, 21, 46010, Valencia, Spain. inmaculada.fajardo@uv.es.

Journal of Autism and Developmental Disorders

|July 6, 2022

Summary

This study introduces a new reading task for students with Autism Spectrum Disorder (ASD) to measure inference generation using eye movements. Preliminary results show potential differences in reading patterns when processing inconsistent information.

Keywords:

Autism spectrum disorder Eye-movements Inference Reading

More Related Videos

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

Published on: April 22, 2015

Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism

Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism

Published on: October 3, 2018

Related Experiment Videos

Last Updated: Jul 3, 2026

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Published on: December 14, 2012

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

Published on: April 22, 2015

Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism

Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism

Published on: October 3, 2018

Area of Science:

Cognitive Psychology
Developmental Psychology
Neurodevelopmental Disorders

Background:

Students with Autism Spectrum Disorder (ASD) often exhibit challenges in reading comprehension, particularly with generating inferences.
Previous research primarily analyzed the outcomes of comprehension rather than the real-time cognitive processes involved.

Purpose of the Study:

To validate an experimental English reading task designed to measure the time course of inference generation in students with ASD.
To utilize eye-movement data to understand the cognitive processes during reading, specifically distinguishing between consistent and inconsistent inferences.

Main Methods:

Developed and piloted an experimental reading task for students with ASD.
Collected eye-movement data during reading to analyze the time course of inference generation.
Compared reading patterns between inference and control conditions, and between consistent and inconsistent inferences.

Main Results:

Students with ASD demonstrated accuracy differences between inference and control conditions.
Participants showed longer reading times (go-past and second-pass) for inconsistent information compared to control conditions.
Increased regressions into target and post-target regions were observed for inconsistent information, though not statistically significant in this preliminary study.

Conclusions:

The experimental reading task shows promise in differentiating reading patterns related to inference generation in students with ASD.
Eye-movement metrics suggest that processing inconsistent information during reading may require more cognitive effort for individuals with ASD.
Further research with larger sample sizes is warranted to confirm the significance of these findings and refine the reading task.