Melissa L Allen
Affiliation: Lancaster University
- Brief report: decoding representations: how children with autism understand drawingsMelissa L Allen
Department of Psychology, University of Edinburgh, 7 George Square, Edinburgh, EH8 9JZ, Scotland, UK
J Autism Dev Disord 39:539-43. 2009..g. lollipop and balloon) after a delay, based upon what they intended them to be. Results are discussed in terms of intention and understanding of visual representation in autism...
- Associative learning of pictures and words by low-functioning children with autismMelissa Allen Preissler
Department of Psychology, Lancaster University, Lancaster, UK
Autism 12:231-48. 2008....
- Evidence for syntactic alignment in children with autismMelissa L Allen
Department of Psychology, Lancaster University, UK
Dev Sci 14:540-8. 2011....
- Implicit and explicit understanding of ambiguous figures by adolescents with autism spectrum disorderMelissa L Allen
Lancaster University, Psychology Department, Fylde College, Lancaster, UK
Autism 15:457-72. 2011..This research has implications for how individuals with ASD understand multiple representations and supports the Enhanced Perceptual Functioning theory...
- The specificity of inhibitory impairments in autism and their relation to ADHD-type symptomsCharlotte Sanderson
Department of Psychology, Lancaster University, Lancashire, UK
J Autism Dev Disord 43:1065-79. 2013..Symptoms of inattention were related to conflict task performance, and thus may be an important predictor of inhibitory heterogeneity...
- Two-year-olds use artist intention to understand drawingsMelissa Allen Preissler
University of Edinburgh, PPLS, 7 George Square, Edinburgh EH8 9JZ, United Kingdom
Cognition 106:512-8. 2008..These findings are consistent with the view that children are naturally disposed to reason about artifacts, including artwork, in terms of inferred intention...
- Semantic fields in low-functioning autismKatharina Boser
Department of Neurology, Division of Cognitive Neurology, Johns Hopkins School of Medicine, Baltimore, MD 21287 7222, USA
J Autism Dev Disord 32:563-82. 2002..This is taken as evidence that his semantic fields are broader than otherwise apparent, and that he was capable of expanding his semantic representations independently of specific training...
- The role of inferences about referential intent in word learning: evidence from autismMelissa Allen Preissler
Department of Psychology, New York University, 6 Washington Place, New York, NY 10003, USA
Cognition 97:B13-23. 2005..Therefore, constraints that lead the child to map a novel label to a previously unnamed object under these circumstances are not solely based on assessments of speakers' intentions...
- Two-year-olds appreciate the dual nature of picturesMelissa Allen Preissler
Yale University, USA
Psychol Sci 18:1-2. 2007