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5 recherche sur le mot-clé 'Moral reasoning'
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Moral reasoning about everyday situations in adults with autism spectrum disorder / Giulia BELLESI in Research in Autism Spectrum Disorders, 52 (August 2018)
[article]
Titre : Moral reasoning about everyday situations in adults with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Giulia BELLESI, Auteur ; Karishma VYAS, Auteur ; Leila JAMEEL, Auteur ; Shelley CHANNON, Auteur Article en page(s) : p.1-11 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders Social cognition Social behaviour Empathy Moral reasoning Everyday functioning Index. décimale : PER Périodiques Résumé : Little work has explored moral reasoning in adults with autism spectrum disorder (ASD). The present research used two novel scenario-based tasks to investigate how adults with and without ASD reason about moral rules and apply them in everyday interactions. The Rule Transgressions task examined decision-making in situations where breaking a rule might lead to a personal advantage. People with ASD did not differ from control participants in how frequently they chose to carry out the transgressions or their ratings of acceptability. However, they gave fewer sophisticated rationales to explain why the transgressions were wrong. The Social Intentionality task examined how participants judged and reacted to intentional and accidental transgressions performed by a story character. Both groups judged and responded more harshly to intentional transgressions than unintentional ones, but participants with ASD gave harsher responses overall. The findings suggest some preservation of the understanding of moral rules in ASD, but difficulties in applying and reasoning about these. En ligne : https://doi.org/10.1016/j.rasd.2018.04.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368
in Research in Autism Spectrum Disorders > 52 (August 2018) . - p.1-11[article] Moral reasoning about everyday situations in adults with autism spectrum disorder [Texte imprimé et/ou numérique] / Giulia BELLESI, Auteur ; Karishma VYAS, Auteur ; Leila JAMEEL, Auteur ; Shelley CHANNON, Auteur . - p.1-11.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 52 (August 2018) . - p.1-11
Mots-clés : Autism spectrum disorders Social cognition Social behaviour Empathy Moral reasoning Everyday functioning Index. décimale : PER Périodiques Résumé : Little work has explored moral reasoning in adults with autism spectrum disorder (ASD). The present research used two novel scenario-based tasks to investigate how adults with and without ASD reason about moral rules and apply them in everyday interactions. The Rule Transgressions task examined decision-making in situations where breaking a rule might lead to a personal advantage. People with ASD did not differ from control participants in how frequently they chose to carry out the transgressions or their ratings of acceptability. However, they gave fewer sophisticated rationales to explain why the transgressions were wrong. The Social Intentionality task examined how participants judged and reacted to intentional and accidental transgressions performed by a story character. Both groups judged and responded more harshly to intentional transgressions than unintentional ones, but participants with ASD gave harsher responses overall. The findings suggest some preservation of the understanding of moral rules in ASD, but difficulties in applying and reasoning about these. En ligne : https://doi.org/10.1016/j.rasd.2018.04.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368 Intuitive Moral Reasoning in High-Functioning Autism Spectrum Disorder: A Matter of Social Schemas? / U. M. SCHALLER in Journal of Autism and Developmental Disorders, 49-5 (May 2019)
[article]
Titre : Intuitive Moral Reasoning in High-Functioning Autism Spectrum Disorder: A Matter of Social Schemas? Type de document : Texte imprimé et/ou numérique Auteurs : U. M. SCHALLER, Auteur ; Monica BISCALDI, Auteur ; T. FANGMEIER, Auteur ; L. TEBARTZ VAN ELST, Auteur ; R. RAUH, Auteur Article en page(s) : p.1807-1824 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder Dual-process theory Empathy Moral Moral cognition Moral dilemma Moral reasoning Schema theory Social schema Theory of mind Index. décimale : PER Périodiques Résumé : Using a schema-theoretical perspective in the field of moral cognition, we assessed response behavior of adolescent (n = 15) and adult (n = 22) individuals with Autism Spectrum Disorder (ASD) in comparison with adolescent (n = 22) and adult (n = 22) neurotypically developed controls. We conceptualized the Intuitive Moral Reasoning Test-in five moral dilemmas, participants had to choose between two alternative actions and assess their decision with respect to emotional valence, arousal, moral acceptability and permissibility from both the perspective of the acting person and then of the victim. Patients with ASD displayed a different decision and response behavior, particularly when the dilemmas were based on extreme life situations in combination with a social schema involving close social relationships. En ligne : http://dx.doi.org/10.1007/s10803-018-03869-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393
in Journal of Autism and Developmental Disorders > 49-5 (May 2019) . - p.1807-1824[article] Intuitive Moral Reasoning in High-Functioning Autism Spectrum Disorder: A Matter of Social Schemas? [Texte imprimé et/ou numérique] / U. M. SCHALLER, Auteur ; Monica BISCALDI, Auteur ; T. FANGMEIER, Auteur ; L. TEBARTZ VAN ELST, Auteur ; R. RAUH, Auteur . - p.1807-1824.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-5 (May 2019) . - p.1807-1824
Mots-clés : Autism Spectrum Disorder Dual-process theory Empathy Moral Moral cognition Moral dilemma Moral reasoning Schema theory Social schema Theory of mind Index. décimale : PER Périodiques Résumé : Using a schema-theoretical perspective in the field of moral cognition, we assessed response behavior of adolescent (n = 15) and adult (n = 22) individuals with Autism Spectrum Disorder (ASD) in comparison with adolescent (n = 22) and adult (n = 22) neurotypically developed controls. We conceptualized the Intuitive Moral Reasoning Test-in five moral dilemmas, participants had to choose between two alternative actions and assess their decision with respect to emotional valence, arousal, moral acceptability and permissibility from both the perspective of the acting person and then of the victim. Patients with ASD displayed a different decision and response behavior, particularly when the dilemmas were based on extreme life situations in combination with a social schema involving close social relationships. En ligne : http://dx.doi.org/10.1007/s10803-018-03869-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=393 Adolescent Judgments and Reasoning About the Failure to Include Peers with Social Disabilities / Kristen BOTTEMA-BEUTEL in Journal of Autism and Developmental Disorders, 45-6 (June 2015)
[article]
Titre : Adolescent Judgments and Reasoning About the Failure to Include Peers with Social Disabilities Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Zhushan LI, Auteur Article en page(s) : p.1873-1886 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Inclusion Moral reasoning Domain theory Adolescents Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder often do not have access to crucial peer social activities. This study examines how typically developing adolescents evaluate decisions not to include a peer based on disability status, and the justifications they apply to these decisions. A clinical interview methodology was used to elicit judgments and justifications across four contexts. We found adolescents are more likely to judge the failure to include as acceptable in personal as compared to public contexts. Using logistic regression, we found that adolescents are more likely to provide moral justifications as to why failure to include is acceptable in a classroom as compared to home, lab group, and soccer practice contexts. Implications for intervention are also discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2348-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1873-1886[article] Adolescent Judgments and Reasoning About the Failure to Include Peers with Social Disabilities [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; Zhushan LI, Auteur . - p.1873-1886.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-6 (June 2015) . - p.1873-1886
Mots-clés : Autism spectrum disorder Inclusion Moral reasoning Domain theory Adolescents Index. décimale : PER Périodiques Résumé : Adolescents with autism spectrum disorder often do not have access to crucial peer social activities. This study examines how typically developing adolescents evaluate decisions not to include a peer based on disability status, and the justifications they apply to these decisions. A clinical interview methodology was used to elicit judgments and justifications across four contexts. We found adolescents are more likely to judge the failure to include as acceptable in personal as compared to public contexts. Using logistic regression, we found that adolescents are more likely to provide moral justifications as to why failure to include is acceptable in a classroom as compared to home, lab group, and soccer practice contexts. Implications for intervention are also discussed. En ligne : http://dx.doi.org/10.1007/s10803-014-2348-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=259 To include or not to include: Evaluations and reasoning about the failure to include peers with autism spectrum disorder in elementary students / Kristen BOTTEMA-BEUTEL in Autism, 21-1 (January 2017)
[article]
Titre : To include or not to include: Evaluations and reasoning about the failure to include peers with autism spectrum disorder in elementary students Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; Elliot TURIEL, Auteur ; Mila N. DEWITT, Auteur ; Pamela J WOLFBERG, Auteur Article en page(s) : p.51-60 Langues : Anglais (eng) Mots-clés : autism spectrum disorder elementary students inclusion moral reasoning social domain theory Index. décimale : PER Périodiques Résumé : Given the significant role that typically developing children play in the social lives of children with autism spectrum disorder, it is important to understand how they evaluate and reason about the inclusion/exclusion of children with autism spectrum disorder in social situations. The objective of this study is to determine elementary students’ evaluations, reasoning patterns, and reasoning complexity regarding the failure to include children with autism spectrum disorder in social activities. Forty-four elementary-aged students participated in interviews, which included vignettes describing four contexts in which a child with autism spectrum disorder is not invited to a social event. Responses were analyzed according to social domain theory, an approach emphasizing that children identify and coordinate different domains of social knowledge, including the moral, personal, societal, and prudential. Results showed that regardless of grade and context, most children judge that failure to include on the basis of disability status is not acceptable. However, the complexity of children’s reasoning (i.e. the extent to which they drew upon and coordinated multiple domains) was higher in older children. Mean complexity scores were also higher in a birthday party context as compared to a playdate context. We offer implications for future research and practice regarding the social inclusion of children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361315622412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Autism > 21-1 (January 2017) . - p.51-60[article] To include or not to include: Evaluations and reasoning about the failure to include peers with autism spectrum disorder in elementary students [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; Elliot TURIEL, Auteur ; Mila N. DEWITT, Auteur ; Pamela J WOLFBERG, Auteur . - p.51-60.
Langues : Anglais (eng)
in Autism > 21-1 (January 2017) . - p.51-60
Mots-clés : autism spectrum disorder elementary students inclusion moral reasoning social domain theory Index. décimale : PER Périodiques Résumé : Given the significant role that typically developing children play in the social lives of children with autism spectrum disorder, it is important to understand how they evaluate and reason about the inclusion/exclusion of children with autism spectrum disorder in social situations. The objective of this study is to determine elementary students’ evaluations, reasoning patterns, and reasoning complexity regarding the failure to include children with autism spectrum disorder in social activities. Forty-four elementary-aged students participated in interviews, which included vignettes describing four contexts in which a child with autism spectrum disorder is not invited to a social event. Responses were analyzed according to social domain theory, an approach emphasizing that children identify and coordinate different domains of social knowledge, including the moral, personal, societal, and prudential. Results showed that regardless of grade and context, most children judge that failure to include on the basis of disability status is not acceptable. However, the complexity of children’s reasoning (i.e. the extent to which they drew upon and coordinated multiple domains) was higher in older children. Mean complexity scores were also higher in a birthday party context as compared to a playdate context. We offer implications for future research and practice regarding the social inclusion of children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361315622412 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 College Students' Evaluations and Reasoning About Exclusion of Students with Autism and Learning Disability: Context and Goals may Matter More than Contact / Kristen BOTTEMA-BEUTEL in Journal of Autism and Developmental Disorders, 49-1 (January 2019)
[article]
Titre : College Students' Evaluations and Reasoning About Exclusion of Students with Autism and Learning Disability: Context and Goals may Matter More than Contact Type de document : Texte imprimé et/ou numérique Auteurs : Kristen BOTTEMA-BEUTEL, Auteur ; S. Y. KIM, Auteur ; D. B. MIELE, Auteur Article en page(s) : p.307-323 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Disability Exclusion Learning disability Moral reasoning Social domain theory Index. décimale : PER Périodiques Résumé : This study used mixed-effects logistic regression to examine undergraduates' (N = 142) evaluations and reasoning about scenarios involving disability-based exclusion. Scenarios varied by disability [autism spectrum disorder (ASD) versus learning disability (LD)], the context of exclusion (classroom versus social), and whether or not a grade was at stake. Participants were more likely to determine exclusion was acceptable if the excluded student had an ASD diagnosis, there was a grade at stake, and it occurred in a classroom. Exclusion was less likely to be considered acceptable in the "no grade" compared to the "grade" conditions for LD students, but remained high in both conditions for autistic students. This study also describes contextual variations in participants' justifications for their evaluations. En ligne : http://dx.doi.org/10.1007/s10803-018-3769-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=377
in Journal of Autism and Developmental Disorders > 49-1 (January 2019) . - p.307-323[article] College Students' Evaluations and Reasoning About Exclusion of Students with Autism and Learning Disability: Context and Goals may Matter More than Contact [Texte imprimé et/ou numérique] / Kristen BOTTEMA-BEUTEL, Auteur ; S. Y. KIM, Auteur ; D. B. MIELE, Auteur . - p.307-323.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-1 (January 2019) . - p.307-323
Mots-clés : Autism spectrum disorder Disability Exclusion Learning disability Moral reasoning Social domain theory Index. décimale : PER Périodiques Résumé : This study used mixed-effects logistic regression to examine undergraduates' (N = 142) evaluations and reasoning about scenarios involving disability-based exclusion. Scenarios varied by disability [autism spectrum disorder (ASD) versus learning disability (LD)], the context of exclusion (classroom versus social), and whether or not a grade was at stake. Participants were more likely to determine exclusion was acceptable if the excluded student had an ASD diagnosis, there was a grade at stake, and it occurred in a classroom. Exclusion was less likely to be considered acceptable in the "no grade" compared to the "grade" conditions for LD students, but remained high in both conditions for autistic students. This study also describes contextual variations in participants' justifications for their evaluations. En ligne : http://dx.doi.org/10.1007/s10803-018-3769-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=377