More consistent, yet less sensitive: Interval timing in autism spectrum disorders
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Even though phenomenological observations and anecdotal reports suggest atypical time processing in individuals with an autism spectrum disorder (ASD), very few psychophysical studies have investigated interval timing, and the obtained results are contradictory. The present study aimed to clarify which timing processes function atypically in ASD and whether they are related to the ASD diagnostic profile. Visual, auditory, and cross-modal interval timing was assessed in 18 individuals with ASD using a repeated standards version of the temporal generalization task. The use of two different standard durations (600 and 1,000 ms) allowed for an assessment of the scalar property of interval timing in ASD, a fundamental characteristic of interval timing. The ASD group showed clearer adherence to the scalar property of interval timing than the control group. In addition, both groups showed the normal effect that auditory stimuli had longer subjective durations than visual ones. Yet, signal detection analysis showed that the sensitivity of temporal discrimination was reduced in the ASD group across modalities, in particular for auditory standards. Moreover, response criteria in the ASD group were related to symptom strength in the communication domain. The findings suggest that temporal intervals are fundamentally processed in the same way in ASD and TD, but with reduced sensitivity for temporal interval differences in ASD. Individuals with ASD may show a more conservative response strategy due to generally decreased sensitivity for the perception of time intervals.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it