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Détail de l'auteur
Auteur Peter MITCHELL |
Documents disponibles écrits par cet auteur (18)
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Using Other Minds as a Window Onto the World: Guessing What Happened from Clues in Behaviour / Dhanya PILLAI in Journal of Autism and Developmental Disorders, 44-10 (October 2014)
[article]
Titre : Using Other Minds as a Window Onto the World: Guessing What Happened from Clues in Behaviour Type de document : Texte imprimé et/ou numérique Auteurs : Dhanya PILLAI, Auteur ; Elizabeth SHEPPARD, Auteur ; Danielle ROPAR, Auteur ; Lauren MARSH, Auteur ; Amy PEARSON, Auteur ; Peter MITCHELL, Auteur Article en page(s) : p.2430-2439 Langues : Anglais (eng) Mots-clés : Mentalising Retrodiction Social cognition Mental states Face processing Eye tracking Index. décimale : PER Périodiques Résumé : It has been proposed that mentalising involves retrodicting as well as predicting behaviour, by inferring previous mental states of a target. This study investigated whether retrodiction is impaired in individuals with autism spectrum disorders (ASD). Participants watched videos of real people reacting to the researcher behaving in one of four possible ways. Their task was to decide which of these four “scenarios” each person responded to. Participants’ eye movements were recorded. Participants with ASD were poorer than comparison participants at identifying the scenario to which people in the videos were responding. There were no group differences in time spent looking at the eyes or mouth. The findings imply those with ASD are impaired in using mentalising skills for retrodiction. En ligne : http://dx.doi.org/10.1007/s10803-014-2106-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=240
in Journal of Autism and Developmental Disorders > 44-10 (October 2014) . - p.2430-2439[article] Using Other Minds as a Window Onto the World: Guessing What Happened from Clues in Behaviour [Texte imprimé et/ou numérique] / Dhanya PILLAI, Auteur ; Elizabeth SHEPPARD, Auteur ; Danielle ROPAR, Auteur ; Lauren MARSH, Auteur ; Amy PEARSON, Auteur ; Peter MITCHELL, Auteur . - p.2430-2439.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-10 (October 2014) . - p.2430-2439
Mots-clés : Mentalising Retrodiction Social cognition Mental states Face processing Eye tracking Index. décimale : PER Périodiques Résumé : It has been proposed that mentalising involves retrodicting as well as predicting behaviour, by inferring previous mental states of a target. This study investigated whether retrodiction is impaired in individuals with autism spectrum disorders (ASD). Participants watched videos of real people reacting to the researcher behaving in one of four possible ways. Their task was to decide which of these four “scenarios” each person responded to. Participants’ eye movements were recorded. Participants with ASD were poorer than comparison participants at identifying the scenario to which people in the videos were responding. There were no group differences in time spent looking at the eyes or mouth. The findings imply those with ASD are impaired in using mentalising skills for retrodiction. En ligne : http://dx.doi.org/10.1007/s10803-014-2106-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=240 Using Virtual Environments for Teaching Social Understanding to 6 Adolescents with Autistic Spectrum Disorders / Peter MITCHELL in Journal of Autism and Developmental Disorders, 37-3 (March 2007)
[article]
Titre : Using Virtual Environments for Teaching Social Understanding to 6 Adolescents with Autistic Spectrum Disorders Type de document : Texte imprimé et/ou numérique Auteurs : Peter MITCHELL, Auteur ; Sarah PARSONS, Auteur ; Anne LEONARD, Auteur Année de publication : 2007 Article en page(s) : p.589-600 Langues : Anglais (eng) Mots-clés : Virtual reality Single user virtual environments Asperger’s syndrome Social understanding Index. décimale : PER Périodiques Résumé : Six teenagers with Autistic Spectrum Disorders (ASDs) experienced a Virtual Environment (VE) of a café. They also watched three sets of videos of real cafés and buses and judged where they would sit and explained why. Half of the participants received their VE experience between the first and second sets of videos, and half experienced it between the second and third. Ten naïve raters independently coded participants’ judgments and reasoning. In direct relation to the timing of VE use, there were several instances of significant improvement in judgments and explanations about where to sit, both in a video of a café and a bus. The results demonstrate the potential of Virtual Reality for teaching social skills. En ligne : http://dx.doi.org/10.1007/s10803-006-0189-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=662
in Journal of Autism and Developmental Disorders > 37-3 (March 2007) . - p.589-600[article] Using Virtual Environments for Teaching Social Understanding to 6 Adolescents with Autistic Spectrum Disorders [Texte imprimé et/ou numérique] / Peter MITCHELL, Auteur ; Sarah PARSONS, Auteur ; Anne LEONARD, Auteur . - 2007 . - p.589-600.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 37-3 (March 2007) . - p.589-600
Mots-clés : Virtual reality Single user virtual environments Asperger’s syndrome Social understanding Index. décimale : PER Périodiques Résumé : Six teenagers with Autistic Spectrum Disorders (ASDs) experienced a Virtual Environment (VE) of a café. They also watched three sets of videos of real cafés and buses and judged where they would sit and explained why. Half of the participants received their VE experience between the first and second sets of videos, and half experienced it between the second and third. Ten naïve raters independently coded participants’ judgments and reasoning. In direct relation to the timing of VE use, there were several instances of significant improvement in judgments and explanations about where to sit, both in a video of a café and a bus. The results demonstrate the potential of Virtual Reality for teaching social skills. En ligne : http://dx.doi.org/10.1007/s10803-006-0189-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=662 What Children with Autism Understand about Thoughts and Thought Bubbles / Sarah PARSONS in Autism, 3-1 (March 1999)
[article]
Titre : What Children with Autism Understand about Thoughts and Thought Bubbles Type de document : Texte imprimé et/ou numérique Auteurs : Sarah PARSONS, Auteur ; Peter MITCHELL, Auteur Article en page(s) : p.17-38 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Children were tested on a series of tasks utilizing the pictorial convention of thought bubbles. In the first study, children with autism (mean verbal mental age 7:6 years) successfully interpreted thought bubbles as representational devices that could be used (a) to infer an unknown reality and (b) to inform them about the content of false beliefs. In the second study, children with autism (mean VMA 5:7 years) and children with non-specific learning disabilities (mean VMA 4:9 years) were tested on two false belief tasks which depicted the content of a protagonist’s belief encapsulated in a thought bubble and two that did not. In both groups, performance was improved in the ‘bubble condition’. It appears that at least some children with autism are capable of understanding thought bubbles as representational devices. En ligne : http://dx.doi.org/10.1177/1362361399003001003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=208
in Autism > 3-1 (March 1999) . - p.17-38[article] What Children with Autism Understand about Thoughts and Thought Bubbles [Texte imprimé et/ou numérique] / Sarah PARSONS, Auteur ; Peter MITCHELL, Auteur . - p.17-38.
Langues : Anglais (eng)
in Autism > 3-1 (March 1999) . - p.17-38
Index. décimale : PER Périodiques Résumé : Children were tested on a series of tasks utilizing the pictorial convention of thought bubbles. In the first study, children with autism (mean verbal mental age 7:6 years) successfully interpreted thought bubbles as representational devices that could be used (a) to infer an unknown reality and (b) to inform them about the content of false beliefs. In the second study, children with autism (mean VMA 5:7 years) and children with non-specific learning disabilities (mean VMA 4:9 years) were tested on two false belief tasks which depicted the content of a protagonist’s belief encapsulated in a thought bubble and two that did not. In both groups, performance was improved in the ‘bubble condition’. It appears that at least some children with autism are capable of understanding thought bubbles as representational devices. En ligne : http://dx.doi.org/10.1177/1362361399003001003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=208