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Détail de l'auteur
Auteur Mark BROSNAN |
Documents disponibles écrits par cet auteur (37)
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Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study / K. MARAS in Autism, 23-1 (January 2019)
[article]
Titre : Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study Type de document : Texte imprimé et/ou numérique Auteurs : K. MARAS, Auteur ; T. GAMBLE, Auteur ; Mark BROSNAN, Auteur Article en page(s) : p.60-70 Langues : Anglais (eng) Mots-clés : autism spectrum disorder education learning mathematics metacognition elementary-school-children self-regulation academic-achievement metamemory students interrelations interventions metaanalysis adolescents knowledge Psychology Index. décimale : PER Périodiques Résumé : Previous research suggests impaired metacognitive monitoring and mathematics under-achievement in autism spectrum disorder. Within educational settings, metacognitive monitoring is supported through the provision of feedback (e.g. with goal reminders and by explicitly correcting errors). Given the strength of the relationship between metacognition, learning and educational attainment, this research tested new computer-based metacognitive support (the 'Maths Challenge') for mathematics learners with autism spectrum disorder within the context of their classroom. The Maths Challenge required learners to engage in metacognitive monitoring before and after answering each question (e.g. intentions and judgements of accuracy) and negotiate with the system the level of difficulty. Forty secondary school children with autism spectrum disorder and 95 typically developing learners completed the Maths Challenge in either a Feedback condition, with metacognitive monitoring support regarding the accuracy of their answers, goal reminders and strategy support, or with No Feedback. Contrary to previous findings, learners with autism showed an undiminished ability to detect errors. They did, however, demonstrate reduced cohesion between their pre- and post-test intentions. Crucially, support from the Feedback condition significantly improved task performance for both groups. Findings highlight important implications for educational interventions regarding the provision of metacognitive support for learners with autism to ameliorate under-performance in mathematics within the classroom. En ligne : http://dx.doi.org/10.1177/1362361317722028 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379
in Autism > 23-1 (January 2019) . - p.60-70[article] Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study [Texte imprimé et/ou numérique] / K. MARAS, Auteur ; T. GAMBLE, Auteur ; Mark BROSNAN, Auteur . - p.60-70.
Langues : Anglais (eng)
in Autism > 23-1 (January 2019) . - p.60-70
Mots-clés : autism spectrum disorder education learning mathematics metacognition elementary-school-children self-regulation academic-achievement metamemory students interrelations interventions metaanalysis adolescents knowledge Psychology Index. décimale : PER Périodiques Résumé : Previous research suggests impaired metacognitive monitoring and mathematics under-achievement in autism spectrum disorder. Within educational settings, metacognitive monitoring is supported through the provision of feedback (e.g. with goal reminders and by explicitly correcting errors). Given the strength of the relationship between metacognition, learning and educational attainment, this research tested new computer-based metacognitive support (the 'Maths Challenge') for mathematics learners with autism spectrum disorder within the context of their classroom. The Maths Challenge required learners to engage in metacognitive monitoring before and after answering each question (e.g. intentions and judgements of accuracy) and negotiate with the system the level of difficulty. Forty secondary school children with autism spectrum disorder and 95 typically developing learners completed the Maths Challenge in either a Feedback condition, with metacognitive monitoring support regarding the accuracy of their answers, goal reminders and strategy support, or with No Feedback. Contrary to previous findings, learners with autism showed an undiminished ability to detect errors. They did, however, demonstrate reduced cohesion between their pre- and post-test intentions. Crucially, support from the Feedback condition significantly improved task performance for both groups. Findings highlight important implications for educational interventions regarding the provision of metacognitive support for learners with autism to ameliorate under-performance in mathematics within the classroom. En ligne : http://dx.doi.org/10.1177/1362361317722028 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379 Syllogistic reasoning reveals reduced bias in people with higher autistic-like traits from the general population / M. LEWTON in Autism, 23-5 (July 2019)
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Titre : Syllogistic reasoning reveals reduced bias in people with higher autistic-like traits from the general population Type de document : Texte imprimé et/ou numérique Auteurs : M. LEWTON, Auteur ; Chris ASHWIN, Auteur ; Mark BROSNAN, Auteur Article en page(s) : p.1311-1321 Langues : Anglais (eng) Mots-clés : autism dual process theory reasoning Index. décimale : PER Périodiques Résumé : Recent theories of autism have emphasised the cognitive strengths and weaknesses in those with autism, which are also seen to some degree in non-clinical samples with higher autistic-like traits. The dual process theory of autism proposes that people with autism and non-clinical people with a higher degree of autistic-like traits have a propensity to show reduced intuitive processing (automatic and typically faster) alongside enhanced propensity towards deliberative processing (dependent on general cognitive ability and typically slower). This study aimed to further test the dual process theory of autism by investigating syllogistic reasoning (whether a conclusion can be logically deduced from two propositions) in addition to the cognitive reflection test (correct responses to which reflect deliberative processing over-riding intuitive processing) with respect to the degree of autistic-like traits and general cognitive ability in a non-clinical sample of 189 adults. Results showed that higher levels of autistic-like traits were related to lower levels of intuitive processing and higher levels of deliberative processing, which was found across both the syllogistic reasoning and cognitive reflection test measures - over and above the effect of general cognitive ability. The findings are consistent with the dual process theory of autism, and implications for autism are discussed. En ligne : http://dx.doi.org/10.1177/1362361318808779 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401
in Autism > 23-5 (July 2019) . - p.1311-1321[article] Syllogistic reasoning reveals reduced bias in people with higher autistic-like traits from the general population [Texte imprimé et/ou numérique] / M. LEWTON, Auteur ; Chris ASHWIN, Auteur ; Mark BROSNAN, Auteur . - p.1311-1321.
Langues : Anglais (eng)
in Autism > 23-5 (July 2019) . - p.1311-1321
Mots-clés : autism dual process theory reasoning Index. décimale : PER Périodiques Résumé : Recent theories of autism have emphasised the cognitive strengths and weaknesses in those with autism, which are also seen to some degree in non-clinical samples with higher autistic-like traits. The dual process theory of autism proposes that people with autism and non-clinical people with a higher degree of autistic-like traits have a propensity to show reduced intuitive processing (automatic and typically faster) alongside enhanced propensity towards deliberative processing (dependent on general cognitive ability and typically slower). This study aimed to further test the dual process theory of autism by investigating syllogistic reasoning (whether a conclusion can be logically deduced from two propositions) in addition to the cognitive reflection test (correct responses to which reflect deliberative processing over-riding intuitive processing) with respect to the degree of autistic-like traits and general cognitive ability in a non-clinical sample of 189 adults. Results showed that higher levels of autistic-like traits were related to lower levels of intuitive processing and higher levels of deliberative processing, which was found across both the syllogistic reasoning and cognitive reflection test measures - over and above the effect of general cognitive ability. The findings are consistent with the dual process theory of autism, and implications for autism are discussed. En ligne : http://dx.doi.org/10.1177/1362361318808779 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401 The Dual Process Theory of Autism / Chris ASHWIN
Titre : The Dual Process Theory of Autism Type de document : Texte imprimé et/ou numérique Auteurs : Chris ASHWIN, Auteur ; Mark BROSNAN, Auteur Année de publication : 2019 Importance : p.13-38 Langues : Anglais (eng) Index. décimale : PAR-A PAR-A - Fonctionnement Autistique Résumé : Autism Spectrum Disorder is characterized by difficulties in social communication and interaction alongside repetitive and stereotyped behaviors, interests, and activities. Results with the cognitive reflections test task revealed the autism group had reduced incorrect responses and greater correct responses compared to controls. Therefore, people with autism were more correct and showed less susceptibility to the typical reasoning biases which typically lead people to choose intuitive, but wrong, answers. The dual process theory of autism also proposes a relative bias toward deliberative processing, which may also provide an account of the strengths associated with autism in the literature such as pattern recognition and attention to detail. The dual process theory of autism proposes that deficits in engaging in intuitive processing result in decreased application of social heuristics. This may relate to a perceived lack of agreeableness, which has been found to correlate with empathizing. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=418 The Dual Process Theory of Autism [Texte imprimé et/ou numérique] / Chris ASHWIN, Auteur ; Mark BROSNAN, Auteur . - 2019 . - p.13-38.
Langues : Anglais (eng)
Index. décimale : PAR-A PAR-A - Fonctionnement Autistique Résumé : Autism Spectrum Disorder is characterized by difficulties in social communication and interaction alongside repetitive and stereotyped behaviors, interests, and activities. Results with the cognitive reflections test task revealed the autism group had reduced incorrect responses and greater correct responses compared to controls. Therefore, people with autism were more correct and showed less susceptibility to the typical reasoning biases which typically lead people to choose intuitive, but wrong, answers. The dual process theory of autism also proposes a relative bias toward deliberative processing, which may also provide an account of the strengths associated with autism in the literature such as pattern recognition and attention to detail. The dual process theory of autism proposes that deficits in engaging in intuitive processing result in decreased application of social heuristics. This may relate to a perceived lack of agreeableness, which has been found to correlate with empathizing. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=418 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire The effect of diagnostic labels on the affective responses of college students towards peers with ‘Asperger’s Syndrome’ and ‘Autism Spectrum Disorder’ / Mark BROSNAN in Autism, 20-4 (May 2016)
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Titre : The effect of diagnostic labels on the affective responses of college students towards peers with ‘Asperger’s Syndrome’ and ‘Autism Spectrum Disorder’ Type de document : Texte imprimé et/ou numérique Auteurs : Mark BROSNAN, Auteur ; Elizabeth MILLS, Auteur Année de publication : 2016 Article en page(s) : p.388-394 Langues : Anglais (eng) Mots-clés : affective response Asperger’s Syndrome autism spectrum disorder label Index. décimale : PER Périodiques Résumé : Given the removal of Asperger’s Syndrome label in Diagnostic and Statistical Manual of Mental Disorders–Fifth Edition, the impact of clinical labels upon the affective responses of college students was explored. A total of 120 college students read two vignettes depicting social interactions typical of a person with autism spectrum disorder. In one vignette, they were informed that the character was a typical college student and in the other, the character had a clinical disorder (either autism spectrum disorder, Asperger’s Syndrome or Schizophrenia). Participants’ affective responses were measured on the Positive and Negative Affect Scale. No significant differences in positive and negative affective responses were found between the clinical labels. However, affective responses were significantly more positive and less negative towards behaviours associated with clinical groups compared to the typical college student. The implications for students disclosing their diagnosis at university are discussed. En ligne : http://dx.doi.org/10.1177/1362361315586721 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=287
in Autism > 20-4 (May 2016) . - p.388-394[article] The effect of diagnostic labels on the affective responses of college students towards peers with ‘Asperger’s Syndrome’ and ‘Autism Spectrum Disorder’ [Texte imprimé et/ou numérique] / Mark BROSNAN, Auteur ; Elizabeth MILLS, Auteur . - 2016 . - p.388-394.
Langues : Anglais (eng)
in Autism > 20-4 (May 2016) . - p.388-394
Mots-clés : affective response Asperger’s Syndrome autism spectrum disorder label Index. décimale : PER Périodiques Résumé : Given the removal of Asperger’s Syndrome label in Diagnostic and Statistical Manual of Mental Disorders–Fifth Edition, the impact of clinical labels upon the affective responses of college students was explored. A total of 120 college students read two vignettes depicting social interactions typical of a person with autism spectrum disorder. In one vignette, they were informed that the character was a typical college student and in the other, the character had a clinical disorder (either autism spectrum disorder, Asperger’s Syndrome or Schizophrenia). Participants’ affective responses were measured on the Positive and Negative Affect Scale. No significant differences in positive and negative affective responses were found between the clinical labels. However, affective responses were significantly more positive and less negative towards behaviours associated with clinical groups compared to the typical college student. The implications for students disclosing their diagnosis at university are discussed. En ligne : http://dx.doi.org/10.1177/1362361315586721 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=287 The Impact of Stigma, Autism Label and Wording on the Perceived Desirability of the Online Dating Profiles of Men on the Autism Spectrum / Mark BROSNAN in Journal of Autism and Developmental Disorders, 51-11 (November 2021)
[article]
Titre : The Impact of Stigma, Autism Label and Wording on the Perceived Desirability of the Online Dating Profiles of Men on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Mark BROSNAN, Auteur ; J. GAVIN, Auteur Article en page(s) : p.4077-4085 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Autistic Disorder Female Humans Interpersonal Relations Male Social Stigma Surveys and Questionnaires Attractiveness Autism Online dating Stigma Index. décimale : PER Périodiques Résumé : Those seeking romantic relations are increasingly using online dating sites, including young men on the autism spectrum. This study presented dating profiles with and without an explicit label of autism and positive or negative wording to 306 'females seeking a male partner'. Participants assessed the men's dating profiles in terms of perceived attractiveness, trustworthiness and desire-to-date. They also completed a questionnaire on their level of stigmatisation of, and familiarity with, autism. An explicit autism label and positive wording positively impacted perceived attractiveness. With positively worded profiles, those with highly stigmatising views reported decreased desire-to-date when an explicit label of autism was present; those with low levels of stigmatising reported increased desire-to-date when an explicit autism label was present. En ligne : http://dx.doi.org/10.1007/s10803-020-04830-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454
in Journal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.4077-4085[article] The Impact of Stigma, Autism Label and Wording on the Perceived Desirability of the Online Dating Profiles of Men on the Autism Spectrum [Texte imprimé et/ou numérique] / Mark BROSNAN, Auteur ; J. GAVIN, Auteur . - p.4077-4085.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.4077-4085
Mots-clés : Autism Spectrum Disorder Autistic Disorder Female Humans Interpersonal Relations Male Social Stigma Surveys and Questionnaires Attractiveness Autism Online dating Stigma Index. décimale : PER Périodiques Résumé : Those seeking romantic relations are increasingly using online dating sites, including young men on the autism spectrum. This study presented dating profiles with and without an explicit label of autism and positive or negative wording to 306 'females seeking a male partner'. Participants assessed the men's dating profiles in terms of perceived attractiveness, trustworthiness and desire-to-date. They also completed a questionnaire on their level of stigmatisation of, and familiarity with, autism. An explicit autism label and positive wording positively impacted perceived attractiveness. With positively worded profiles, those with highly stigmatising views reported decreased desire-to-date when an explicit label of autism was present; those with low levels of stigmatising reported increased desire-to-date when an explicit autism label was present. En ligne : http://dx.doi.org/10.1007/s10803-020-04830-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 The Relationship Between Systemising and Mental Rotation and the Implications for the Extreme Male Brain Theory of Autism / Mark BROSNAN in Journal of Autism and Developmental Disorders, 40-1 (January 2010)
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