Competition enhances mentalizing performance in autism / Heidi CHANG in Research in Autism Spectrum Disorders, 22 (February 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 22 (February 2016) . - p.45-54 Titre : Competition enhances mentalizing performance in autism Type de document : texte imprimé Auteurs : Heidi CHANG, Auteur ; Him CHEUNG, Auteur Article en page(s) : p.45-54 Langues : Anglais (eng) Mots-clés : Autism  Theory of mind  Mentalizing  False belief  Competition  Social motivation Index. décimale : PER Périodiques Résumé : This study examines the independent effects of competition, engagement, and reward on false belief performance in children with autism. Twenty-eight 8- to 15-year-olds (mean age = 12 years) with autism were tested on a modified version of the Sally–Anne task and the Dot–Midge task in Experiment 1. In Experiment 2 we recruited thirty 8- to 16-year-olds (mean age = 12 years) with autism who were tested on the Dot–Midge task and two further versions of the Sally–Anne task comprising a reward and a reward + engagement component, respectively. Comparing the children’s performances on these tasks therefore sheds light on the relative importance of competition, engagement, and reward in their application of false belief knowledge. Nonverbal intelligence and vocabulary were also measured as covariates. The participants performed significantly better on the Dot–Midge task than all the different versions of the Sally–Anne task in the two experiments, whereas the different versions of the Sally–Anne task did not differ among themselves. The effect of task did not interact with the covariates. This result suggests a unique role of competition in the use of false beliefs in children with autism, complementing the work by Peterson, Slaughter, Peterson, and Premack (2013) which highlights the importance of social motivation. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.11.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] Competition enhances mentalizing performance in autism [texte imprimé] / Heidi CHANG, Auteur ; Him CHEUNG, Auteur . - p.45-54. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 22 (February 2016) . - p.45-54 Mots-clés : Autism  Theory of mind  Mentalizing  False belief  Competition  Social motivation Index. décimale : PER Périodiques Résumé : This study examines the independent effects of competition, engagement, and reward on false belief performance in children with autism. Twenty-eight 8- to 15-year-olds (mean age = 12 years) with autism were tested on a modified version of the Sally–Anne task and the Dot–Midge task in Experiment 1. In Experiment 2 we recruited thirty 8- to 16-year-olds (mean age = 12 years) with autism who were tested on the Dot–Midge task and two further versions of the Sally–Anne task comprising a reward and a reward + engagement component, respectively. Comparing the children’s performances on these tasks therefore sheds light on the relative importance of competition, engagement, and reward in their application of false belief knowledge. Nonverbal intelligence and vocabulary were also measured as covariates. The participants performed significantly better on the Dot–Midge task than all the different versions of the Sally–Anne task in the two experiments, whereas the different versions of the Sally–Anne task did not differ among themselves. The effect of task did not interact with the covariates. This result suggests a unique role of competition in the use of false beliefs in children with autism, complementing the work by Peterson, Slaughter, Peterson, and Premack (2013) which highlights the importance of social motivation. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.11.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278

Perception of tone and aspiration contrasts in Chinese children with dyslexia / Him CHEUNG in Journal of Child Psychology and Psychiatry, 50-6 (June 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-6 (June 2009) . - p.726-733 Titre : Perception of tone and aspiration contrasts in Chinese children with dyslexia Type de document : texte imprimé Auteurs : Him CHEUNG, Auteur ; Catherine MCBRIDE-CHANG, Auteur ; Simpson W.L. WONG, Auteur ; Kevin K.H. CHUNG, Auteur ; Trevor B. PENNEY, Auteur ; Connie Suk-Han HO, Auteur Année de publication : 2009 Article en page(s) : p.726-733 Langues : Anglais (eng) Mots-clés : Dyslexia tone aspiration categorical-perception reading-disorder Chinese Index. décimale : PER Périodiques Résumé : Background: Previous research has shown a relationship between speech perception and dyslexia in alphabetic writing. In these studies speech perception was measured using phonemes, a prominent feature of alphabetic languages. Given the primary importance of lexical tone in Chinese language processing, we tested the extent to which lexical tone and aspiration, two fundamental dimensions of Cantonese speech not represented in writing, would distinguish dyslexic from non-dyslexic 8-year-old Chinese children. Tone and aspiration were tested in addition to other phonological processing skills across groups to determine the importance of different aspects of phonological sensitivity in relation to reading disability. Methods: Dyslexic children and age-matched and reading-level controls were tested on their categorical perception of minimal pairs contrasting in tone and aspiration, phonological awareness, rapid digit naming, and Chinese reading abilities. Results: While performing similarly to reading-level controls, dyslexic children perceived tone and aspiration contrasts less categorically and accurately than age-matched controls. They also performed more poorly than the age-matched controls on rapid digit naming and a measure of phonological awareness testing children's sensitivity to different grain size units. Conclusions: Dyslexia in non-alphabetic Chinese correlates with the categorical organization and accuracy of Cantonese speech perception, along the tone and aspiration dimensions. This association with reading is mediated by its association with phonological awareness. Therefore, dyslexia is universally at least partly a function of basic speech and phonological processes independent of whether the speech dimensions in question are coded in writing. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02001.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=756 [article] Perception of tone and aspiration contrasts in Chinese children with dyslexia [texte imprimé] / Him CHEUNG, Auteur ; Catherine MCBRIDE-CHANG, Auteur ; Simpson W.L. WONG, Auteur ; Kevin K.H. CHUNG, Auteur ; Trevor B. PENNEY, Auteur ; Connie Suk-Han HO, Auteur . - 2009 . - p.726-733. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-6 (June 2009) . - p.726-733 Mots-clés : Dyslexia tone aspiration categorical-perception reading-disorder Chinese Index. décimale : PER Périodiques Résumé : Background: Previous research has shown a relationship between speech perception and dyslexia in alphabetic writing. In these studies speech perception was measured using phonemes, a prominent feature of alphabetic languages. Given the primary importance of lexical tone in Chinese language processing, we tested the extent to which lexical tone and aspiration, two fundamental dimensions of Cantonese speech not represented in writing, would distinguish dyslexic from non-dyslexic 8-year-old Chinese children. Tone and aspiration were tested in addition to other phonological processing skills across groups to determine the importance of different aspects of phonological sensitivity in relation to reading disability. Methods: Dyslexic children and age-matched and reading-level controls were tested on their categorical perception of minimal pairs contrasting in tone and aspiration, phonological awareness, rapid digit naming, and Chinese reading abilities. Results: While performing similarly to reading-level controls, dyslexic children perceived tone and aspiration contrasts less categorically and accurately than age-matched controls. They also performed more poorly than the age-matched controls on rapid digit naming and a measure of phonological awareness testing children's sensitivity to different grain size units. Conclusions: Dyslexia in non-alphabetic Chinese correlates with the categorical organization and accuracy of Cantonese speech perception, along the tone and aspiration dimensions. This association with reading is mediated by its association with phonological awareness. Therefore, dyslexia is universally at least partly a function of basic speech and phonological processes independent of whether the speech dimensions in question are coded in writing. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02001.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=756

Visual Perspective Taking Training Improves Theory of Mind in Autistic Children / Mi TIAN in Autism Research, 19-8 (August 2026)  

Public ISBD [article]  inAutism Research > 19-8 (August 2026) . - p.e70309 Titre : Visual Perspective Taking Training Improves Theory of Mind in Autistic Children Type de document : texte imprimé Auteurs : Mi TIAN, Auteur ; Shiyue CAO, Auteur ; Xin LI, Auteur ; Wenyu XIA, Auteur ; Him CHEUNG, Auteur ; Xuezhen XIAO, Auteur ; Tianrui LUO, Auteur Article en page(s) : p.e70309 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  children  theory of mind  training  visual perspective taking Index. décimale : PER Périodiques Résumé : ABSTRACT Autistic children exhibit developmental differences in theory of mind (ToM), which is associated with social impairment. While numerous interventions have targeted other ToM precursor skills, few studies have explored the effect of visual perspective taking (VPT) training on ToM. The present study aims to investigate the effectiveness of VPT training on ToM in autistic children. Sixty-six autistic children were initially recruited and randomly assigned to three groups. Forty-eight children (mean age?=?5.75?years) completed the study and were included in the final analyses, comprising the VPT training group (n?=?16), thought-bubble training group (n?=?16), and control group (n?=?16). Each training comprised 12 sessions of 30?min. Both the VPT and thought-bubble training groups demonstrated significant improvements in VPT and ToM compared to the control group. The present study is the first to directly examine the effectiveness of VPT training using table blocks in enhancing ToM performance in autistic children, thereby providing a novel approach for ToM development. En ligne : https://doi.org/10.1002/aur.70309 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=589 [article] Visual Perspective Taking Training Improves Theory of Mind in Autistic Children [texte imprimé] / Mi TIAN, Auteur ; Shiyue CAO, Auteur ; Xin LI, Auteur ; Wenyu XIA, Auteur ; Him CHEUNG, Auteur ; Xuezhen XIAO, Auteur ; Tianrui LUO, Auteur . - p.e70309. Langues : Anglais (eng) in Autism Research > 19-8 (August 2026) . - p.e70309 Mots-clés : autism spectrum disorder  children  theory of mind  training  visual perspective taking Index. décimale : PER Périodiques Résumé : ABSTRACT Autistic children exhibit developmental differences in theory of mind (ToM), which is associated with social impairment. While numerous interventions have targeted other ToM precursor skills, few studies have explored the effect of visual perspective taking (VPT) training on ToM. The present study aims to investigate the effectiveness of VPT training on ToM in autistic children. Sixty-six autistic children were initially recruited and randomly assigned to three groups. Forty-eight children (mean age?=?5.75?years) completed the study and were included in the final analyses, comprising the VPT training group (n?=?16), thought-bubble training group (n?=?16), and control group (n?=?16). Each training comprised 12 sessions of 30?min. Both the VPT and thought-bubble training groups demonstrated significant improvements in VPT and ToM compared to the control group. The present study is the first to directly examine the effectiveness of VPT training using table blocks in enhancing ToM performance in autistic children, thereby providing a novel approach for ToM development. En ligne : https://doi.org/10.1002/aur.70309 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=589

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