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Does Autism Affect Children's Identification of Ownership and Defence of Ownership Rights? / C. HARTLEY in Journal of Autism and Developmental Disorders, 51-11 (November 2021)
[article]
Titre : Does Autism Affect Children's Identification of Ownership and Defence of Ownership Rights? Type de document : Texte imprimé et/ou numérique Auteurs : C. HARTLEY, Auteur ; N. HARRISON, Auteur ; J. J. SHAW, Auteur Article en page(s) : p.4227-4238 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/diagnosis Autistic Disorder Child Child Development Child, Preschool Humans Ownership Autism spectrum disorder Ownership identification Ownership rights Pronouns Typical development Index. décimale : PER Périodiques Résumé : This study investigated how autism spectrum disorder (ASD) impacts children's ability to identify ownership from linguistic cues (proper nouns vs. possessive pronouns) and their awareness of ownership rights. In comparison to typically developing (TD) children matched on receptive language (M age equivalents: 53-56 months), children with ASD were less accurate at tracking owner-object relationships based on possessive pronouns and were less accurate at identifying the property of third parties. We also found that children with ASD were less likely to defend their own and others' ownership rights. We hypothesise that these results may be attributed to differences in representing the self and propose that ASD may be characterised by reduced concern for ownership and associated concepts. En ligne : http://dx.doi.org/10.1007/s10803-021-04872-6 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.4227-4238[article] Does Autism Affect Children's Identification of Ownership and Defence of Ownership Rights? [Texte imprimé et/ou numérique] / C. HARTLEY, Auteur ; N. HARRISON, Auteur ; J. J. SHAW, Auteur . - p.4227-4238.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-11 (November 2021) . - p.4227-4238
Mots-clés : Autism Spectrum Disorder/diagnosis Autistic Disorder Child Child Development Child, Preschool Humans Ownership Autism spectrum disorder Ownership identification Ownership rights Pronouns Typical development Index. décimale : PER Périodiques Résumé : This study investigated how autism spectrum disorder (ASD) impacts children's ability to identify ownership from linguistic cues (proper nouns vs. possessive pronouns) and their awareness of ownership rights. In comparison to typically developing (TD) children matched on receptive language (M age equivalents: 53-56 months), children with ASD were less accurate at tracking owner-object relationships based on possessive pronouns and were less accurate at identifying the property of third parties. We also found that children with ASD were less likely to defend their own and others' ownership rights. We hypothesise that these results may be attributed to differences in representing the self and propose that ASD may be characterised by reduced concern for ownership and associated concepts. En ligne : http://dx.doi.org/10.1007/s10803-021-04872-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 Actions Speak Louder Than Words: The Role of Action in Self-Referential Advantage in Children With Autism / Gaowa WUYUN in Autism Research, 13-5 (May 2020)
[article]
Titre : Actions Speak Louder Than Words: The Role of Action in Self-Referential Advantage in Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Gaowa WUYUN, Auteur ; Jiao WANG, Auteur ; Long ZHANG, Auteur ; Kai WANG, Auteur ; Li YI, Auteur ; Yanhong WU, Auteur Article en page(s) : p.810-820 Langues : Anglais (eng) Mots-clés : action autism spectrum disorder ownership self self-referential advantage Index. décimale : PER Périodiques Résumé : Impaired self-processing in children with autism spectrum disorder (ASD) is believed to be closely associated with social-communicative deficits, a core symptom of ASD. In three experiments, we aimed to investigate (a) whether children with ASD exhibited deficient in self-processing, as reflected by their superior memory for self-related items as compared to other-related items, and (b) the role that action played in promoting self-processing in ASD. In Experiment 1, children with ASD, children with intellectual disability (ID), and typically developing children were asked to memorize items on the cards assigned to them or to the experimenter. The results indicated that the TD and ID groups had a self-referential memory advantage, but the ASD group did not. Experiments 2 and 3 examined whether the deficit in self-processing among children with ASDs was ameliorated when participants performed or observed an action to indicate the ownership of the items. We found that when children with ASD performed self-generated actions or observed virtual actions, they displayed a similar self-referential memory advantage as the other two groups. Our findings reveal that action plays an important role in the self-processing in children with ASD, and thereby contribute to a more comprehensive understanding of self-processing deficits in this population. Autism Res 2020, 13: 810-820. (c) 2020 International Society for Autism Research,Wiley Periodicals, Inc. LAY SUMMARY: We aimed to study whether children with autism spectrum disorder (ASD) exhibited deficient in self-processing and the role of action in promoting self-processing in ASD. We found that the typically developing and intellectual disability groups had a self-referential memory advantage, but the ASD group did not. However, children with ASD showed a significant self-referential advantage when they performed or observed an action to indicate the ownership of items. These findings highlight the vital role that action plays in cognitively enhancing their self-processing. En ligne : http://dx.doi.org/10.1002/aur.2274 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422
in Autism Research > 13-5 (May 2020) . - p.810-820[article] Actions Speak Louder Than Words: The Role of Action in Self-Referential Advantage in Children With Autism [Texte imprimé et/ou numérique] / Gaowa WUYUN, Auteur ; Jiao WANG, Auteur ; Long ZHANG, Auteur ; Kai WANG, Auteur ; Li YI, Auteur ; Yanhong WU, Auteur . - p.810-820.
Langues : Anglais (eng)
in Autism Research > 13-5 (May 2020) . - p.810-820
Mots-clés : action autism spectrum disorder ownership self self-referential advantage Index. décimale : PER Périodiques Résumé : Impaired self-processing in children with autism spectrum disorder (ASD) is believed to be closely associated with social-communicative deficits, a core symptom of ASD. In three experiments, we aimed to investigate (a) whether children with ASD exhibited deficient in self-processing, as reflected by their superior memory for self-related items as compared to other-related items, and (b) the role that action played in promoting self-processing in ASD. In Experiment 1, children with ASD, children with intellectual disability (ID), and typically developing children were asked to memorize items on the cards assigned to them or to the experimenter. The results indicated that the TD and ID groups had a self-referential memory advantage, but the ASD group did not. Experiments 2 and 3 examined whether the deficit in self-processing among children with ASDs was ameliorated when participants performed or observed an action to indicate the ownership of the items. We found that when children with ASD performed self-generated actions or observed virtual actions, they displayed a similar self-referential memory advantage as the other two groups. Our findings reveal that action plays an important role in the self-processing in children with ASD, and thereby contribute to a more comprehensive understanding of self-processing deficits in this population. Autism Res 2020, 13: 810-820. (c) 2020 International Society for Autism Research,Wiley Periodicals, Inc. LAY SUMMARY: We aimed to study whether children with autism spectrum disorder (ASD) exhibited deficient in self-processing and the role of action in promoting self-processing in ASD. We found that the typically developing and intellectual disability groups had a self-referential memory advantage, but the ASD group did not. However, children with ASD showed a significant self-referential advantage when they performed or observed an action to indicate the ownership of items. These findings highlight the vital role that action plays in cognitively enhancing their self-processing. En ligne : http://dx.doi.org/10.1002/aur.2274 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 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