Visual Hyper-reactivity and the ability to disembed visual stimuli

Hegner, Pauline, Crossman, Eloise and Sumner, Petroc ORCID: https://orcid.org/0000-0002-0536-0510 2026. Visual Hyper-reactivity and the ability to disembed visual stimuli. Research in Autism 134 , 202918. 10.1016/j.reia.2026.202918

PDF - Published Version Available under License Creative Commons Attribution. Download (1MB)

Abstract

The idea of a processing bias for visual detail over whole scenes has been influential for several theories of autism, but evidence from embedded figures tasks remains inconsistent. Enhanced or excessive detail processing has also been linked to hyper-reactivity, an aversive sensory response very common in autism, since excessive detail processing might cause processing overload. This would predict a positive relationship between visual hyper-reactivity and performance in embedded figures tasks, but this has never been thoroughly tested. On the other hand, experiencing hyper-reactivity during a challenging visual task could disrupt task performance, predicting a negative relationship. Here, we found no overall difference in disembedding performance (accuracy or reaction time) between autistic and non-autistic adults using the Leuven Embedded Figures Task remotely performed online (N = 197 with self-reported autism, N = 197 without). Further we found that higher hyper-reactivity (self-report, using the Cardiff Hypersensitivity Scale) correlated with slightly worse, not better, disembedding performance (lower accuracy and longer reaction time). Finally, taking a dimensional approach to autistic traits using the Comprehensive Autistic Trait Inventory (CATI), we observed another trait dimension (self-regulatory behaviours) predicted slightly better disembedding performance. Thus, different trait dimensions correlated oppositely with disembedding (and with low effect size), potentially explaining inconsistencies in past research with smaller samples, and encouraging a dimensional approach to understanding autistic perception and cognition.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Schools > Psychology
Publisher:	Elsevier BV
ISSN:	3050-6565
Funders:	Wellcome Trust
Projects:	104943/Z/14/Z
Date of First Compliant Deposit:	20 April 2026
Last Modified:	12 Aug 2026 13:50
URI:	https://orca.cardiff.ac.uk/id/eprint/186500

Actions (repository staff only)

Edit Item