Narrative Role-Taking in Autism / Rosa M. GARCIA-PEREZ in Journal of Autism and Developmental Disorders, 38-1 (January 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-1 (January 2008) . - p.156-168 Titre : Narrative Role-Taking in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Rosa M. GARCIA-PEREZ, Auteur ; R. Peter HOBSON, Auteur ; Anthony LEE, Auteur Année de publication : 2008 Article en page(s) : p.156-168 Langues : Anglais (eng) Mots-clés : Narrative-role-taking Autism Perspective-taking Theory-of-mind Social-cognition Interpersonal-relatedness Index. décimale : PER Périodiques Résumé : Are children with autism able to adopt, and shift among, the psychological perspectives of different people? Fifteen children with autism and 15 without autism, matched for chronological age and verbal ability, were given Feffer’s (1970) role-taking task in which they were asked to tell and then re-tell stories from different protagonists’ perspectives. The children with autism understood the task, adjusted narratives according to alternative viewpoints, and were similar to control participants in their use of mental state terms. Despite this, the children with autism achieved significantly lower scores for adopting different figures’ perspectives, and for shifting among complementary viewpoints. The results illustrate aspects of social-cognitive impairment that extend beyond the children’s limitations in ‘theory of mind’ understanding. En ligne : http://dx.doi.org/10.1007/s10803-007-0379-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316 [article] Narrative Role-Taking in Autism [Texte imprimé et/ou numérique] / Rosa M. GARCIA-PEREZ, Auteur ; R. Peter HOBSON, Auteur ; Anthony LEE, Auteur . - 2008 . - p.156-168. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-1 (January 2008) . - p.156-168 Mots-clés : Narrative-role-taking Autism Perspective-taking Theory-of-mind Social-cognition Interpersonal-relatedness Index. décimale : PER Périodiques Résumé : Are children with autism able to adopt, and shift among, the psychological perspectives of different people? Fifteen children with autism and 15 without autism, matched for chronological age and verbal ability, were given Feffer’s (1970) role-taking task in which they were asked to tell and then re-tell stories from different protagonists’ perspectives. The children with autism understood the task, adjusted narratives according to alternative viewpoints, and were similar to control participants in their use of mental state terms. Despite this, the children with autism achieved significantly lower scores for adopting different figures’ perspectives, and for shifting among complementary viewpoints. The results illustrate aspects of social-cognitive impairment that extend beyond the children’s limitations in ‘theory of mind’ understanding. En ligne : http://dx.doi.org/10.1007/s10803-007-0379-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316

On Developing Self-concepts: A Controlled Study of Children and Adolescents with Autism / Anthony LEE in Journal of Child Psychology and Psychiatry, 39-8 (November 1998)

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 39-8 (November 1998) . - p.1131-1144 Titre : On Developing Self-concepts: A Controlled Study of Children and Adolescents with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Anthony LEE, Auteur ; R. Peter HOBSON, Auteur Année de publication : 1998 Article en page(s) : p.1131-1144 Langues : Anglais (eng) Mots-clés : Autism  mental handicap  concept development  social cognition  selfconcepts Index. décimale : PER Périodiques Résumé : This study employed the self-understanding interview of Damon and Hart (1988) to assess the self-concepts of two groups of children and adolescents: a group of individuals with autism and a group of nonautistic mentally retarded individuals who were matched for age and for verbal ability. On the basis of an hypothesis concerning the interpersonal origins of social and psychological self-concepts (Hobson, 1990; Neisser, 1988), it was predicted that the participants with autism would show a relative dearth of such concepts in their talk about themselves. In accordance with our predictions, there was a significant group difference in the number and quality of statements that fell into the social category of self-concept; contrary to our predictions, however, there was no group difference in the number of statements that fell into the psychological category. In addition, although there were not significant group differences in the overall production of verbally expressed concepts concerning self-attributes of a physical, active, or psychological kind, even within these categories individuals with autism made fewer references to social interactions or qualities. These results are discussed with regard to theories of self-concept development in typically developing as well as autistic and mentally retarded individuals, and with reference to the limitations of interpersonal understanding (“theory of mind”) in people with autism. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124 [article] On Developing Self-concepts: A Controlled Study of Children and Adolescents with Autism [Texte imprimé et/ou numérique] / Anthony LEE, Auteur ; R. Peter HOBSON, Auteur . - 1998 . - p.1131-1144. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 39-8 (November 1998) . - p.1131-1144 Mots-clés : Autism  mental handicap  concept development  social cognition  selfconcepts Index. décimale : PER Périodiques Résumé : This study employed the self-understanding interview of Damon and Hart (1988) to assess the self-concepts of two groups of children and adolescents: a group of individuals with autism and a group of nonautistic mentally retarded individuals who were matched for age and for verbal ability. On the basis of an hypothesis concerning the interpersonal origins of social and psychological self-concepts (Hobson, 1990; Neisser, 1988), it was predicted that the participants with autism would show a relative dearth of such concepts in their talk about themselves. In accordance with our predictions, there was a significant group difference in the number and quality of statements that fell into the social category of self-concept; contrary to our predictions, however, there was no group difference in the number of statements that fell into the psychological category. In addition, although there were not significant group differences in the overall production of verbally expressed concepts concerning self-attributes of a physical, active, or psychological kind, even within these categories individuals with autism made fewer references to social interactions or qualities. These results are discussed with regard to theories of self-concept development in typically developing as well as autistic and mentally retarded individuals, and with reference to the limitations of interpersonal understanding (“theory of mind”) in people with autism. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124

On Intersubjective Engagement in Autism: A Controlled Study of Nonverbal Aspects of Conversation / Rosa M. GARCIA-PEREZ in Journal of Autism and Developmental Disorders, 37-7 (August 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-7 (August 2007) . - p.1310-1322 Titre : On Intersubjective Engagement in Autism: A Controlled Study of Nonverbal Aspects of Conversation Type de document : Texte imprimé et/ou numérique Auteurs : Rosa M. GARCIA-PEREZ, Auteur ; R. Peter HOBSON, Auteur ; Anthony LEE, Auteur Année de publication : 2007 Article en page(s) : p.1310-1322 Langues : Anglais (eng) Mots-clés : Autism Intersubjectivity Identification Communication Conversation Index. décimale : PER Périodiques Résumé : Does autism involve a deficit in intersubjective engagement with other persons? We studied nonverbal communication in children and adolescents with and without autism (n = 12 per group), group-matched for chronological age and verbal mental age, during 3 min of a videotaped interview. In keeping with previous studies, there were only subtle but potentially revealing group differences on behavioral ratings. Participants with autism made fewer head-shakes/nods (but not smiles) when the interviewer was talking, and the interviewer made fewer head-shakes/nods when participants were talking. Yet there were marked group differences on reliable ‘subjective’ ratings of (a) affective engagement and (b) the smoothness of reciprocal interaction. We interpret the findings in terms of a group difference in identification between conversational partners. En ligne : http://dx.doi.org/10.1007/s10803-006-0276-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=156 [article] On Intersubjective Engagement in Autism: A Controlled Study of Nonverbal Aspects of Conversation [Texte imprimé et/ou numérique] / Rosa M. GARCIA-PEREZ, Auteur ; R. Peter HOBSON, Auteur ; Anthony LEE, Auteur . - 2007 . - p.1310-1322. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-7 (August 2007) . - p.1310-1322 Mots-clés : Autism Intersubjectivity Identification Communication Conversation Index. décimale : PER Périodiques Résumé : Does autism involve a deficit in intersubjective engagement with other persons? We studied nonverbal communication in children and adolescents with and without autism (n = 12 per group), group-matched for chronological age and verbal mental age, during 3 min of a videotaped interview. In keeping with previous studies, there were only subtle but potentially revealing group differences on behavioral ratings. Participants with autism made fewer head-shakes/nods (but not smiles) when the interviewer was talking, and the interviewer made fewer head-shakes/nods when participants were talking. Yet there were marked group differences on reliable ‘subjective’ ratings of (a) affective engagement and (b) the smoothness of reciprocal interaction. We interpret the findings in terms of a group difference in identification between conversational partners. En ligne : http://dx.doi.org/10.1007/s10803-006-0276-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=156

Person-Centred (Deictic) Expressions and Autism / R. Peter HOBSON in Journal of Autism and Developmental Disorders, 40-4 (April 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-4 (April 2010) . - p.403-415 Titre : Person-Centred (Deictic) Expressions and Autism Type de document : Texte imprimé et/ou numérique Auteurs : R. Peter HOBSON, Auteur ; Rosa M. GARCIA-PEREZ, Auteur ; Anthony LEE, Auteur Année de publication : 2010 Article en page(s) : p.403-415 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : We employed semi-structured tests to determine whether children with autism produce and comprehend deictic (person-centred) expressions such as ‘this’/‘that’, ‘here’/‘there’ and ‘come’/‘go’, and whether they understand atypical non-verbal gestural deixis in the form of directed head-nods to indicate location. In Study 1, most participants spontaneously produced deictic terms, often in conjunction with pointing. Yet only among children with autism were there participants who referred to a location that was distal to themselves with the terms ‘this’ or ‘here’, or made atypical points with unusual precision, often lining-up with an eye. In Study 2, participants with autism were less accurate in responding to instructions involving contrastive deictic terms, and fewer responded accurately to indicative head nods. En ligne : Autism - Deixis - Identification - Pointing - Communicative intent - Self Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=991 [article] Person-Centred (Deictic) Expressions and Autism [Texte imprimé et/ou numérique] / R. Peter HOBSON, Auteur ; Rosa M. GARCIA-PEREZ, Auteur ; Anthony LEE, Auteur . - 2010 . - p.403-415. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-4 (April 2010) . - p.403-415 Index. décimale : PER Périodiques Résumé : We employed semi-structured tests to determine whether children with autism produce and comprehend deictic (person-centred) expressions such as ‘this’/‘that’, ‘here’/‘there’ and ‘come’/‘go’, and whether they understand atypical non-verbal gestural deixis in the form of directed head-nods to indicate location. In Study 1, most participants spontaneously produced deictic terms, often in conjunction with pointing. Yet only among children with autism were there participants who referred to a location that was distal to themselves with the terms ‘this’ or ‘here’, or made atypical points with unusual precision, often lining-up with an eye. In Study 2, participants with autism were less accurate in responding to instructions involving contrastive deictic terms, and fewer responded accurately to indicative head nods. En ligne : Autism - Deixis - Identification - Pointing - Communicative intent - Self Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=991

Personal Pronouns and Communicative Engagement in Autism / R. Peter HOBSON in Journal of Autism and Developmental Disorders, 40-6 (June 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-6 (June 2010) . - p.653-664 Titre : Personal Pronouns and Communicative Engagement in Autism Type de document : Texte imprimé et/ou numérique Auteurs : R. Peter HOBSON, Auteur ; Jessica A. HOBSON, Auteur ; Anthony LEE, Auteur Année de publication : 2010 Article en page(s) : p.653-664 Langues : Anglais (eng) Mots-clés : Autism Personal-pronouns Deixis Eye-gaze Social-interaction Index. décimale : PER Périodiques Résumé : In three experimental conditions, we tested matched children with and without autism (n = 15 per group) for their comprehension and use of first person plural (‘we’) and third person singular (‘he’) pronouns, and examined whether such linguistic functioning related to their social interaction. The groups were indistinguishable in their comprehension and use of ‘we’ pronouns, although within each group, such usage was correlated with ratings of interpersonal connectedness with the collaborator. On the other hand, participants with autism were less likely to use third person pronouns or to show patterns of eye gaze reflecting engagement with an interlocutor’s stance vis-à-vis a third person. In these settings, atypical third person pronoun usage seemed to reflect limited communicative engagement, but first person pronouns were relatively spared. En ligne : http://dx.doi.org/10.1007/s10803-009-0910-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102 [article] Personal Pronouns and Communicative Engagement in Autism [Texte imprimé et/ou numérique] / R. Peter HOBSON, Auteur ; Jessica A. HOBSON, Auteur ; Anthony LEE, Auteur . - 2010 . - p.653-664. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-6 (June 2010) . - p.653-664 Mots-clés : Autism Personal-pronouns Deixis Eye-gaze Social-interaction Index. décimale : PER Périodiques Résumé : In three experimental conditions, we tested matched children with and without autism (n = 15 per group) for their comprehension and use of first person plural (‘we’) and third person singular (‘he’) pronouns, and examined whether such linguistic functioning related to their social interaction. The groups were indistinguishable in their comprehension and use of ‘we’ pronouns, although within each group, such usage was correlated with ratings of interpersonal connectedness with the collaborator. On the other hand, participants with autism were less likely to use third person pronouns or to show patterns of eye gaze reflecting engagement with an interlocutor’s stance vis-à-vis a third person. In these settings, atypical third person pronoun usage seemed to reflect limited communicative engagement, but first person pronouns were relatively spared. En ligne : http://dx.doi.org/10.1007/s10803-009-0910-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=102

Qualities of Symbolic Play Among Children with Autism: A Social-Developmental Perspective / R. Peter HOBSON in Journal of Autism and Developmental Disorders, 39-1 (January 2009)  

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Reversible autism among congenitally blind children? A controlled follow-up study / R. Peter HOBSON in Journal of Child Psychology and Psychiatry, 51-11 (November 2010)  

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