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Détail de l'auteur
Auteur Francesca FRASSINETTI |
Documents disponibles écrits par cet auteur (2)
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Personal space regulation in childhood autism: Effects of social interaction and person's perspective / Michela CANDINI in Autism Research, 10-1 (January 2017)
[article]
Titre : Personal space regulation in childhood autism: Effects of social interaction and person's perspective Type de document : Texte imprimé et/ou numérique Auteurs : Michela CANDINI, Auteur ; Virginia GIUBERTI, Auteur ; Alessandra MANATTINI, Auteur ; Serenella GRITTANI, Auteur ; Giuseppe DI PELLEGRINO, Auteur ; Francesca FRASSINETTI, Auteur Article en page(s) : p.144-154 Langues : Anglais (eng) Mots-clés : interpersonal distance autism social interaction perspective taking Index. décimale : PER Périodiques Résumé : Studies in children with Typical Development (TD) and with Autism Spectrum Disorder (ASD) revealed that autism affects the personal space regulation, influencing both its size (permeability) and its changes depending on social interaction (flexibility). Here, we investigate how the nature of social interaction (Cooperative vs. Uncooperative) and the person perspective influence permeability and flexibility of interpersonal distance. Moreover, we tested whether the deficit observed in ASD children, reflects the social impairment (SI) in daily interactions. The stop-distance paradigm was used to measure the preferred distance between the participant and an unfamiliar adult (first-person perspective, Experiment 1), and between two other people (third-person perspective, Experiment 2). Interpersonal distance was measured before and after the interaction with a confederate. The Wing Subgroups Questionnaire was used to evaluate SI in everyday activities, and each ASD participant was accordingly assigned either to the lower (children with low social impairment [low-SI ASD]), or to the higher SI group (children with high social impairment [high-SI ASD]). We observed larger interpersonal distance (permeability) in both ASD groups compared to TD children. Moreover, depending on the nature of social interaction, a modulation of interpersonal distance (flexibility) was observed in TD children, both from the first- and third-person perspective. Similar findings were found in low-SI but not in high-SI ASD children, in Experiment 1. Conversely, in Experiment 2, no change was observed in both ASD groups. These findings reveal that SI severity and a person's perspective may account for the deficit observed in autism when flexibility, but not permeability, of personal space is considered. En ligne : http://dx.doi.org/10.1002/aur.1637 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303
in Autism Research > 10-1 (January 2017) . - p.144-154[article] Personal space regulation in childhood autism: Effects of social interaction and person's perspective [Texte imprimé et/ou numérique] / Michela CANDINI, Auteur ; Virginia GIUBERTI, Auteur ; Alessandra MANATTINI, Auteur ; Serenella GRITTANI, Auteur ; Giuseppe DI PELLEGRINO, Auteur ; Francesca FRASSINETTI, Auteur . - p.144-154.
Langues : Anglais (eng)
in Autism Research > 10-1 (January 2017) . - p.144-154
Mots-clés : interpersonal distance autism social interaction perspective taking Index. décimale : PER Périodiques Résumé : Studies in children with Typical Development (TD) and with Autism Spectrum Disorder (ASD) revealed that autism affects the personal space regulation, influencing both its size (permeability) and its changes depending on social interaction (flexibility). Here, we investigate how the nature of social interaction (Cooperative vs. Uncooperative) and the person perspective influence permeability and flexibility of interpersonal distance. Moreover, we tested whether the deficit observed in ASD children, reflects the social impairment (SI) in daily interactions. The stop-distance paradigm was used to measure the preferred distance between the participant and an unfamiliar adult (first-person perspective, Experiment 1), and between two other people (third-person perspective, Experiment 2). Interpersonal distance was measured before and after the interaction with a confederate. The Wing Subgroups Questionnaire was used to evaluate SI in everyday activities, and each ASD participant was accordingly assigned either to the lower (children with low social impairment [low-SI ASD]), or to the higher SI group (children with high social impairment [high-SI ASD]). We observed larger interpersonal distance (permeability) in both ASD groups compared to TD children. Moreover, depending on the nature of social interaction, a modulation of interpersonal distance (flexibility) was observed in TD children, both from the first- and third-person perspective. Similar findings were found in low-SI but not in high-SI ASD children, in Experiment 1. Conversely, in Experiment 2, no change was observed in both ASD groups. These findings reveal that SI severity and a person's perspective may account for the deficit observed in autism when flexibility, but not permeability, of personal space is considered. En ligne : http://dx.doi.org/10.1002/aur.1637 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=303 Self-face and self-body recognition in autism / Erica GESSAROLI in Research in Autism Spectrum Disorders, 7-6 (June 2013)
[article]
Titre : Self-face and self-body recognition in autism Type de document : Texte imprimé et/ou numérique Auteurs : Erica GESSAROLI, Auteur ; Veronica ANDREINI, Auteur ; Elena PELLEGRI, Auteur ; Francesca FRASSINETTI, Auteur Article en page(s) : p.793-800 Langues : Anglais (eng) Mots-clés : Body Face Self Autism Ownership Index. décimale : PER Périodiques Résumé : The advantage in responding to self vs. others’ body and face-parts (the so called self-advantage) is considered to reflect the implicit access to the bodily self representation and has been studied in healthy and brain-damaged adults in previous studies. If the distinction of the self from others is a key aspect of social behaviour and is a precursory ability of later conceptual self development, it is interesting to investigate these functions in children with autism spectrum disorder (ASD). Here we investigate the implicit access to self representation in children with autism spectrum disorder (ASD) and in children with typical development (TD). Children with ASD were submitted to a visual matching-to-sample task with stimuli depicting their own or other people's body or face-parts. Participants were required to decide which of the two vertically aligned images matched the central target stimulus. The performance of children with ASD was compared to the performance of children with typical development (TD). Children with ASD were less accurate compared to children with typical development. Interestingly, children with ASD performed the task better when they visually matched their own, compared to others’ stimuli showing the self-advantage effect, as well as children with TD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.793-800[article] Self-face and self-body recognition in autism [Texte imprimé et/ou numérique] / Erica GESSAROLI, Auteur ; Veronica ANDREINI, Auteur ; Elena PELLEGRI, Auteur ; Francesca FRASSINETTI, Auteur . - p.793-800.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 7-6 (June 2013) . - p.793-800
Mots-clés : Body Face Self Autism Ownership Index. décimale : PER Périodiques Résumé : The advantage in responding to self vs. others’ body and face-parts (the so called self-advantage) is considered to reflect the implicit access to the bodily self representation and has been studied in healthy and brain-damaged adults in previous studies. If the distinction of the self from others is a key aspect of social behaviour and is a precursory ability of later conceptual self development, it is interesting to investigate these functions in children with autism spectrum disorder (ASD). Here we investigate the implicit access to self representation in children with autism spectrum disorder (ASD) and in children with typical development (TD). Children with ASD were submitted to a visual matching-to-sample task with stimuli depicting their own or other people's body or face-parts. Participants were required to decide which of the two vertically aligned images matched the central target stimulus. The performance of children with ASD was compared to the performance of children with typical development (TD). Children with ASD were less accurate compared to children with typical development. Interestingly, children with ASD performed the task better when they visually matched their own, compared to others’ stimuli showing the self-advantage effect, as well as children with TD. En ligne : http://dx.doi.org/10.1016/j.rasd.2013.02.014 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=199