Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Détail de l'auteur
Auteur Noah J. SASSON |
Documents disponibles écrits par cet auteur (36)
Faire une suggestion Affiner la recherche
Social and Object Attention Is Influenced by Biological Sex and Toy Gender-Congruence in Children With and Without Autism / Clare HARROP in Autism Research, 13-5 (May 2020)
[article]
Titre : Social and Object Attention Is Influenced by Biological Sex and Toy Gender-Congruence in Children With and Without Autism Type de document : Texte imprimé et/ou numérique Auteurs : Clare HARROP, Auteur ; Desiree R. JONES, Auteur ; Noah J. SASSON, Auteur ; Shuting ZHENG, Auteur ; Sallie W. NOWELL, Auteur ; Julia PARISH-MORRIS, Auteur Article en page(s) : p.763-776 Langues : Anglais (eng) Mots-clés : attention eye tracking gender sex differences Index. décimale : PER Périodiques Résumé : Emerging research suggests social attention in autism spectrum disorder (ASD) girls is enhanced relative to ASD boys but may also be affected by the type of social and nonsocial content presented. This study examined how biological sex and gender norms interact to influence visual attention in 79 school-aged children observing scenes that included gender-associated toys and actors of both sexes. Attention to social (faces) and object activity (hands with toys) stimuli was measured. Previously described distinctions between social attention in ASD boys and girls were replicated, with ASD girls looking more at faces than ASD boys. Irrespective of diagnosis, males and females attended more to actors that shared their same sex, and attended more to toys with gender-associations that were consistent with their own sex, suggesting that social and object salience increases for children under sex-consistent conditions. Importantly, ASD and typically developing (TD) children increased their gaze to faces when male actors were shown playing with female-associated toys, suggesting that both groups of children are sensitive to societal messages about the acceptability of males playing with female-associated toys. Our findings provide further evidence of heightened attention to faces in ASD girls relative to ASD boys, and indicate that social attention in ASD and TD children is influenced by who (male or female actor) and what (male- or female-associated toy) is being observed. Collectively, these results present a nuanced profile of attention in ASD that adds to a growing body of research indicating subtle phenotypic differences in ASD girls that may impact identification, assessment, and intervention. Autism Res 2020, 13: 763-776.. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Sex differences observed in typical development may also be present in individuals with autism. In this study, we developed an eye-tracking paradigm featuring videos of boys and girls playing with toys that varied in their gender associations. Attention to faces differed between autistic and non-autistic children but was also influenced by the sex of the actor and gender-association of toys. Autistic females demonstrated subtle attention differences that distinguished them from autistic males and may influence referral, diagnosis, and intervention. En ligne : http://dx.doi.org/10.1002/aur.2245 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.763-776[article] Social and Object Attention Is Influenced by Biological Sex and Toy Gender-Congruence in Children With and Without Autism [Texte imprimé et/ou numérique] / Clare HARROP, Auteur ; Desiree R. JONES, Auteur ; Noah J. SASSON, Auteur ; Shuting ZHENG, Auteur ; Sallie W. NOWELL, Auteur ; Julia PARISH-MORRIS, Auteur . - p.763-776.
Langues : Anglais (eng)
in Autism Research > 13-5 (May 2020) . - p.763-776
Mots-clés : attention eye tracking gender sex differences Index. décimale : PER Périodiques Résumé : Emerging research suggests social attention in autism spectrum disorder (ASD) girls is enhanced relative to ASD boys but may also be affected by the type of social and nonsocial content presented. This study examined how biological sex and gender norms interact to influence visual attention in 79 school-aged children observing scenes that included gender-associated toys and actors of both sexes. Attention to social (faces) and object activity (hands with toys) stimuli was measured. Previously described distinctions between social attention in ASD boys and girls were replicated, with ASD girls looking more at faces than ASD boys. Irrespective of diagnosis, males and females attended more to actors that shared their same sex, and attended more to toys with gender-associations that were consistent with their own sex, suggesting that social and object salience increases for children under sex-consistent conditions. Importantly, ASD and typically developing (TD) children increased their gaze to faces when male actors were shown playing with female-associated toys, suggesting that both groups of children are sensitive to societal messages about the acceptability of males playing with female-associated toys. Our findings provide further evidence of heightened attention to faces in ASD girls relative to ASD boys, and indicate that social attention in ASD and TD children is influenced by who (male or female actor) and what (male- or female-associated toy) is being observed. Collectively, these results present a nuanced profile of attention in ASD that adds to a growing body of research indicating subtle phenotypic differences in ASD girls that may impact identification, assessment, and intervention. Autism Res 2020, 13: 763-776.. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Sex differences observed in typical development may also be present in individuals with autism. In this study, we developed an eye-tracking paradigm featuring videos of boys and girls playing with toys that varied in their gender associations. Attention to faces differed between autistic and non-autistic children but was also influenced by the sex of the actor and gender-association of toys. Autistic females demonstrated subtle attention differences that distinguished them from autistic males and may influence referral, diagnosis, and intervention. En ligne : http://dx.doi.org/10.1002/aur.2245 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 Social cognition as a predictor of functional and social skills in autistic adults without intellectual disability / Noah J. SASSON in Autism Research, 13-2 (February 2020)
[article]
Titre : Social cognition as a predictor of functional and social skills in autistic adults without intellectual disability Type de document : Texte imprimé et/ou numérique Auteurs : Noah J. SASSON, Auteur ; Kerrianne E. MORRISON, Auteur ; Skylar KELSVEN, Auteur ; Amy E. PINKHAM, Auteur Article en page(s) : p.259-270 Langues : Anglais (eng) Mots-clés : adults autism spectrum disorder emotion recognition functioning mediation neurocognition theory of mind Index. décimale : PER Périodiques Résumé : Autistic adults, including those without intellectual disability, commonly experience poor social and functional outcomes. Although reduced social cognitive ability in autism is often theorized as a mechanism of these poor outcomes, there has been surprisingly little empirical work testing this assumption. Here, 103 autistic adults without intellectual disability completed a comprehensive battery that included eight social cognitive tasks psychometrically validated for use with this population (e.g., emotion recognition and theory of mind), five tasks assessing neurocognitive abilities (e.g., processing speed and working memory), performance-based measures of their functional skills, and a standardized assessment of their social skills. Collectively, the combination of demographic variables, IQ, neurocognitive performance, and social cognitive performance accounted for 49% of the variance in functional skills and 33% of the variance in social skills. For functional skills, demographic variables, and general and neurocognition independently accounted for a significant portion of the variance, but social cognition did not. Social cognition did, however, significantly mediate the effect of neurocognition on functional skills. Social cognition also accounted for significant proportion in the variance in social skills above and beyond the relatively large contribution of neurocognition. Taken together, findings indicate that social cognitive ability contributes to functional and social skills in autistic adults without intellectual disability, but this contribution may be more limited and indirect than commonly assumed. Autism Res 2020, 13:259-270. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Many social programs for autistic adults presume that improving social cognition will translate to better life outcomes. In this study of 103 autistic adults without intellectual disability, we found that social cognitive abilities do contribute to real-world social and daily living skills, but this contribution is small and indirect once general-cognitive abilities are taken into account. Although results substantiate social cognition as an independent cognitive capacity in autism spectrum disorder, its unique contribution to functional and social outcomes may be more limited than previously assumed. En ligne : http://dx.doi.org/10.1002/aur.2195 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420
in Autism Research > 13-2 (February 2020) . - p.259-270[article] Social cognition as a predictor of functional and social skills in autistic adults without intellectual disability [Texte imprimé et/ou numérique] / Noah J. SASSON, Auteur ; Kerrianne E. MORRISON, Auteur ; Skylar KELSVEN, Auteur ; Amy E. PINKHAM, Auteur . - p.259-270.
Langues : Anglais (eng)
in Autism Research > 13-2 (February 2020) . - p.259-270
Mots-clés : adults autism spectrum disorder emotion recognition functioning mediation neurocognition theory of mind Index. décimale : PER Périodiques Résumé : Autistic adults, including those without intellectual disability, commonly experience poor social and functional outcomes. Although reduced social cognitive ability in autism is often theorized as a mechanism of these poor outcomes, there has been surprisingly little empirical work testing this assumption. Here, 103 autistic adults without intellectual disability completed a comprehensive battery that included eight social cognitive tasks psychometrically validated for use with this population (e.g., emotion recognition and theory of mind), five tasks assessing neurocognitive abilities (e.g., processing speed and working memory), performance-based measures of their functional skills, and a standardized assessment of their social skills. Collectively, the combination of demographic variables, IQ, neurocognitive performance, and social cognitive performance accounted for 49% of the variance in functional skills and 33% of the variance in social skills. For functional skills, demographic variables, and general and neurocognition independently accounted for a significant portion of the variance, but social cognition did not. Social cognition did, however, significantly mediate the effect of neurocognition on functional skills. Social cognition also accounted for significant proportion in the variance in social skills above and beyond the relatively large contribution of neurocognition. Taken together, findings indicate that social cognitive ability contributes to functional and social skills in autistic adults without intellectual disability, but this contribution may be more limited and indirect than commonly assumed. Autism Res 2020, 13:259-270. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Many social programs for autistic adults presume that improving social cognition will translate to better life outcomes. In this study of 103 autistic adults without intellectual disability, we found that social cognitive abilities do contribute to real-world social and daily living skills, but this contribution is small and indirect once general-cognitive abilities are taken into account. Although results substantiate social cognition as an independent cognitive capacity in autism spectrum disorder, its unique contribution to functional and social outcomes may be more limited than previously assumed. En ligne : http://dx.doi.org/10.1002/aur.2195 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420 Social cognition, social skill, and the broad autism phenotype / Noah J. SASSON in Autism, 17-6 (November 2013)
[article]
Titre : Social cognition, social skill, and the broad autism phenotype Type de document : Texte imprimé et/ou numérique Auteurs : Noah J. SASSON, Auteur ; Rachel B. NOWLIN, Auteur ; Amy E. PINKHAM, Auteur Année de publication : 2013 Article en page(s) : p.655-667 Langues : Anglais (eng) Mots-clés : broad autism phenotype social cognition social functioning social skills Index. décimale : PER Périodiques Résumé : Social-cognitive deficits differentiate parents with the “broad autism phenotype” from non–broad autism phenotype parents more robustly than other neuropsychological features of autism, suggesting that this domain may be particularly informative for identifying genetic and brain processes associated with the phenotype. The current study examined whether the social-cognitive deficits associated with the broad autism phenotype extend to the general population and relate to reduced social skill. A total of 74 undergraduates completed the Broad Autism Phenotype Questionnaire, three standardized social-cognitive tasks, and a live social interaction with an unfamiliar research assistant. Social broad autism phenotype traits were significantly associated with deficits in social cognition and reduced social skill. In addition, the relationship between social broad autism phenotype traits and social skill was partially mediated by social cognition, suggesting that the reduced interpersonal ability associated with the broad autism phenotype occurs in part because of poorer social-cognitive ability. Together, these findings indicate that the impairments in social cognition and social skill that characterize autism spectrum disorder extend in milder forms to the broad autism phenotype in the general population and suggest a framework for understanding how social broad autism phenotype traits may manifest in diminished social ability. En ligne : http://dx.doi.org/10.1177/1362361312455704 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218
in Autism > 17-6 (November 2013) . - p.655-667[article] Social cognition, social skill, and the broad autism phenotype [Texte imprimé et/ou numérique] / Noah J. SASSON, Auteur ; Rachel B. NOWLIN, Auteur ; Amy E. PINKHAM, Auteur . - 2013 . - p.655-667.
Langues : Anglais (eng)
in Autism > 17-6 (November 2013) . - p.655-667
Mots-clés : broad autism phenotype social cognition social functioning social skills Index. décimale : PER Périodiques Résumé : Social-cognitive deficits differentiate parents with the “broad autism phenotype” from non–broad autism phenotype parents more robustly than other neuropsychological features of autism, suggesting that this domain may be particularly informative for identifying genetic and brain processes associated with the phenotype. The current study examined whether the social-cognitive deficits associated with the broad autism phenotype extend to the general population and relate to reduced social skill. A total of 74 undergraduates completed the Broad Autism Phenotype Questionnaire, three standardized social-cognitive tasks, and a live social interaction with an unfamiliar research assistant. Social broad autism phenotype traits were significantly associated with deficits in social cognition and reduced social skill. In addition, the relationship between social broad autism phenotype traits and social skill was partially mediated by social cognition, suggesting that the reduced interpersonal ability associated with the broad autism phenotype occurs in part because of poorer social-cognitive ability. Together, these findings indicate that the impairments in social cognition and social skill that characterize autism spectrum disorder extend in milder forms to the broad autism phenotype in the general population and suggest a framework for understanding how social broad autism phenotype traits may manifest in diminished social ability. En ligne : http://dx.doi.org/10.1177/1362361312455704 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=218 Studies of autistic traits in the general population are not studies of autism / Noah J. SASSON in Autism, 26-4 (May 2022)
[article]
Titre : Studies of autistic traits in the general population are not studies of autism Type de document : Texte imprimé et/ou numérique Auteurs : Noah J. SASSON, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur Article en page(s) : p.1007-1008 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/epidemiology Autistic Disorder Humans autism quotient autism traits autistic traits broad autism phenotype Index. décimale : PER Périodiques Résumé : Studies of autistic traits in the general population are becoming increasingly prevalent. In this letter to the editor, we caution researchers against framing and interpreting studies of autistic traits in the general population as extending to autism and implore them to be clear about when their study sample does and does not include autistic participants. En ligne : https://dx.doi.org/10.1177/13623613211058515 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474
in Autism > 26-4 (May 2022) . - p.1007-1008[article] Studies of autistic traits in the general population are not studies of autism [Texte imprimé et/ou numérique] / Noah J. SASSON, Auteur ; Kristen BOTTEMA-BEUTEL, Auteur . - p.1007-1008.
Langues : Anglais (eng)
in Autism > 26-4 (May 2022) . - p.1007-1008
Mots-clés : Autism Spectrum Disorder/epidemiology Autistic Disorder Humans autism quotient autism traits autistic traits broad autism phenotype Index. décimale : PER Périodiques Résumé : Studies of autistic traits in the general population are becoming increasingly prevalent. In this letter to the editor, we caution researchers against framing and interpreting studies of autistic traits in the general population as extending to autism and implore them to be clear about when their study sample does and does not include autistic participants. En ligne : https://dx.doi.org/10.1177/13623613211058515 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 The benefit of directly comparing autism and schizophrenia for revealing mechanisms of social cognitive impairment / Noah J. SASSON in Journal of Neurodevelopmental Disorders, 3-2 (June 2011)
[article]
Titre : The benefit of directly comparing autism and schizophrenia for revealing mechanisms of social cognitive impairment Type de document : Texte imprimé et/ou numérique Auteurs : Noah J. SASSON, Auteur ; A. E. PINKHAM, Auteur ; Kimberly L. H. CARPENTER, Auteur ; Aysenil BELGER, Auteur Article en page(s) : p.87-100 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Autism and schizophrenia share a history of diagnostic conflation that was not definitively resolved until the publication of the DSM-III in 1980. Though now recognized as heterogeneous disorders with distinct developmental trajectories and dissociative features, much of the early nosological confusion stemmed from apparent overlap in certain areas of social dysfunction. In more recent years, separate but substantial literatures have accumulated for autism and schizophrenia demonstrating that abnormalities in social cognition directly contribute to the characteristic social deficits of both disorders. The current paper argues that direct comparison of social cognitive impairment can highlight shared and divergent mechanisms underlying pathways to social dysfunction, a process that can provide significant clinical benefit by informing the development of tailored treatment efforts. Thus, while the history of diagnostic conflation between autism and schizophrenia may have originated in similarities in social dysfunction, the goal of direct comparisons is not to conflate them once again but rather to reveal distinctions that illuminate disorder-specific mechanisms and pathways that contribute to social cognitive impairment. En ligne : http://dx.doi.org/10.1007/s11689-010-9068-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=343
in Journal of Neurodevelopmental Disorders > 3-2 (June 2011) . - p.87-100[article] The benefit of directly comparing autism and schizophrenia for revealing mechanisms of social cognitive impairment [Texte imprimé et/ou numérique] / Noah J. SASSON, Auteur ; A. E. PINKHAM, Auteur ; Kimberly L. H. CARPENTER, Auteur ; Aysenil BELGER, Auteur . - p.87-100.
Langues : Anglais (eng)
in Journal of Neurodevelopmental Disorders > 3-2 (June 2011) . - p.87-100
Index. décimale : PER Périodiques Résumé : Autism and schizophrenia share a history of diagnostic conflation that was not definitively resolved until the publication of the DSM-III in 1980. Though now recognized as heterogeneous disorders with distinct developmental trajectories and dissociative features, much of the early nosological confusion stemmed from apparent overlap in certain areas of social dysfunction. In more recent years, separate but substantial literatures have accumulated for autism and schizophrenia demonstrating that abnormalities in social cognition directly contribute to the characteristic social deficits of both disorders. The current paper argues that direct comparison of social cognitive impairment can highlight shared and divergent mechanisms underlying pathways to social dysfunction, a process that can provide significant clinical benefit by informing the development of tailored treatment efforts. Thus, while the history of diagnostic conflation between autism and schizophrenia may have originated in similarities in social dysfunction, the goal of direct comparisons is not to conflate them once again but rather to reveal distinctions that illuminate disorder-specific mechanisms and pathways that contribute to social cognitive impairment. En ligne : http://dx.doi.org/10.1007/s11689-010-9068-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=343 The broad autism phenotype predicts relationship outcomes in newly formed college roommates / Daniel J FASO in Autism, 20-4 (May 2016)
PermalinkThe Broad Autism Phenotype Questionnaire: Prevalence and Diagnostic Classification / Noah J. SASSON in Autism Research, 6-2 (April 2013)
PermalinkThe content and function of interests in the broad autism phenotype / Kerrianne E. MORRISON in Research in Autism Spectrum Disorders, 49 (May 2018)
PermalinkVariability in first impressions of autistic adults made by neurotypical raters is driven more by characteristics of the rater than by characteristics of autistic adults / K. E. MORRISON in Autism, 23-7 (October 2019)
PermalinkVisual Attention to Competing Social and Object Images by Preschool Children with Autism Spectrum Disorder / Noah J. SASSON in Journal of Autism and Developmental Disorders, 44-3 (March 2014)
PermalinkWhen Father Doesn't Know Best: Selective Disagreement Between Self-Report and Informant Report of the Broad Autism Phenotype in Parents of a Child with Autism / Noah J. SASSON in Autism Research, 7-6 (December 2014)
Permalink