Spatial situation models and anaphora processing during reading in college students with autism spectrum disorder

We compared anaphora processing and the ability to integrate spatial information into a situation model during reading among college students with autism spectrum disorder (ASD) (N=20) and typically developing (TD) students (N=22). We designed 24 narrative texts divided into two conditions: (1) anaphoric referent spatially associated with the main character and (2) anaphoric referent spatially dissociated. We analyzed different measures of eye movement during reading using eye-tracking technology. Mixed model analysis revealed significant differences in the group effect, the condition effect, and the interaction between the group and condition for various measures and areas of interest in the text. The results showed a facilitating effect in the anaphoric processing of the associated condition, specifically for the group with TD. However, this effect was not seen in people with ASD. Finally, we discuss the results regarding the higher prevalence of perceptual organization problems and difficulties to integrate information in a situation model during reading for people with ASD.