An information foraging perspective on attention differences in autism and ADHD, taking a neurodiversity approach.

Asif, Khadijah (2025) An information foraging perspective on attention differences in autism and ADHD, taking a neurodiversity approach. Doctoral thesis, University of East Anglia.

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Abstract

In this PhD we take the position that the attentional system functions as an information foraging mechanism, seeking information from one source until information is depleted and then moving to another source. Research shows that this system is sensitive to individual variation. Based on the above we proposed to test that Autism Spectrum Disorders (ASD) and Attention Deficit Hyper-Activity Disorder (ADHD) map onto information foraging differences. Specifically, in accordance with neural gain models, ASD and ADHD might present as opposing profiles in their information seeking behaviours. We test this theoretical proposal using two paradigms, one employing Electroencephalogram (EEG) and the other Eye tracking, both in healthy adults, as well as in a sample of adolescents with and without an Autism diagnosis. Across all the samples, we also adopt a multi-dimensional traits approach.

The EEG experiment uses changes in neural-signals over time in response to dynamic repeating and novel stimuli and taps into attentional engagement. Through repeated stimulus exposure, this paradigm stimulates information depletion from a video source. From the adolescent sample, we report that our results find support for the neural gain model in relation to ADHD traits but not ASD traits. The eye-tracking experiment is an adaptation of the gap-overlap paradigm to behaviourally measure attention disengagement. Again, information depletion is achieved by repetitions of the central stimulus. In our adolescent sample we demonstrate a linear decline in disengagement cost as central stimuli are repeated, this finding however was not modulated by individual differences.

We demonstrate that while information gain may modulate attention and engagement, it’s interaction with neurodiversity is more complex. Findings from the adolescent samples, particularly as it relates to ADHD were consistent with neural gain models, however conceptualisation of ASD as the attentional opposite to ADHD was not supported.

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Psychology
Depositing User:	Chris White
Date Deposited:	07 Sep 2026 07:28
Last Modified:	07 Sep 2026 07:28
URI:	https://ueaeprints.uea.ac.uk/id/eprint/104433
DOI:

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