Abstract
Perspective transformations that are considered the first step of visual level 2 perspective-taking (VPT2) are not highly active in children with autism spectrum disorder (ASD). We investigated training procedures to develop moving to another viewpoint and observing the view from the new viewpoint to establish VPT2. The Face Rotation Task was used as the VPT2 task in three experiments. Experiments 1 and 2 examined the time-lag from the removal of sample stimuli to the presentation of comparison stimuli. The results of the two experiments indicated that VPT2 was established when participants move from the self-viewpoint to the other’s viewpoint while continuing to look at the stimuli, and when participants move from the other’s viewpoint to the self-viewpoint while maintaining a representation from the other’s viewpoint. Eye movements during the presentation of sample stimuli were analyzed in Experiment 3. The results indicated the possibility of mutually looking at elements of a spatial array while performing the perspective transformation.
Highlights
The TL conditions including the number of correct responses, frequency of viewpoint movement behaviors, and average gaze time impacted the establishment of VPT2
In the mutual gaze condition, the line of sight in participants in the autism spectrum disorder (ASD) group mainly fixated on the eyes and nose areas, and the number of correct responses increased
In Experiment 3, the fixation duration was displayed during the performance of the VPT2 task in children with ASD by using the most recent technology called real-world eye tracking
Summary
Children with autism spectrum disorder (ASD) tend to imitate another person’s behaviors based on the visual appearance from their perspective; for instance, a child will wave his/her hand with his/her palm facing him/her when a mother. The results showed that children with ASD tended to demonstrate significantly better performance when the viewpoint was explicitly instructed. These findings confirm the inactivation of perspective transformation in children with ASD
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