3 recherche sur le mot-clé 'Joint action'

Internal model deficits impair joint action in children and adolescents with autism spectrum disorders / Astrid M.B. STOIT in Research in Autism Spectrum Disorders, 5-4 (October-December 2011)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1526-1537 Titre : Internal model deficits impair joint action in children and adolescents with autism spectrum disorders Type de document : texte imprimé Auteurs : Astrid M.B. STOIT, Auteur ; Hein T. VAN SCHIE, Auteur ; Madelon RIEM, Auteur ; Ruud G.J. MEULENBROEK, Auteur ; Roger D. NEWMAN-NORLUND, Auteur ; Dorine I E. SLAATS-WILLEMSE, Auteur ; Harold BEKKERING, Auteur ; Jan K. BUITELAAR, Auteur Année de publication : 2011 Article en page(s) : p.1526-1537 Langues : Anglais (eng) Mots-clés : Autism  Joint action  Internal models  Agency  Self-other differentiation Index. décimale : PER Périodiques Résumé : Qualitative differences in social interaction and communication are diagnostic hallmarks in autism spectrum disorders (ASD). The present study investigated the hypothesis that impaired social interaction in ASD reflects a deficit to internally model the behavior of a co-actor. Children and adolescents with ASD and matched controls performed a computerized bar-balancing task in a solo condition (S), and together with another individual in two joint action conditions (J2 and J4) in which they used either two or four hands to control the bar lift. Consistent with predictions derived from the ‘internal modelling hypothesis’, results from the J2 task indicated that ASD dyads were impaired in predicting the occurrence of their partner's response and failed to coordinate their actions in time. Furthermore, results from the J4 task showed that ASD participants used an adaptive strategy to disambiguate their responses from their partner's by regulating opposite sides of the bar during lifting. These findings provide empirical support of theories positing the existence of an internal modelling deficit in ASD. In addition, our findings suggest that impaired social reciprocal behavior and joint cooperative play exhibited by individuals with ASD may reflect behavioral adaptations to evade conflicting or ambiguous information in social settings. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126 [article] Internal model deficits impair joint action in children and adolescents with autism spectrum disorders [texte imprimé] / Astrid M.B. STOIT, Auteur ; Hein T. VAN SCHIE, Auteur ; Madelon RIEM, Auteur ; Ruud G.J. MEULENBROEK, Auteur ; Roger D. NEWMAN-NORLUND, Auteur ; Dorine I E. SLAATS-WILLEMSE, Auteur ; Harold BEKKERING, Auteur ; Jan K. BUITELAAR, Auteur . - 2011 . - p.1526-1537. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 5-4 (October-December 2011) . - p.1526-1537 Mots-clés : Autism  Joint action  Internal models  Agency  Self-other differentiation Index. décimale : PER Périodiques Résumé : Qualitative differences in social interaction and communication are diagnostic hallmarks in autism spectrum disorders (ASD). The present study investigated the hypothesis that impaired social interaction in ASD reflects a deficit to internally model the behavior of a co-actor. Children and adolescents with ASD and matched controls performed a computerized bar-balancing task in a solo condition (S), and together with another individual in two joint action conditions (J2 and J4) in which they used either two or four hands to control the bar lift. Consistent with predictions derived from the ‘internal modelling hypothesis’, results from the J2 task indicated that ASD dyads were impaired in predicting the occurrence of their partner's response and failed to coordinate their actions in time. Furthermore, results from the J4 task showed that ASD participants used an adaptive strategy to disambiguate their responses from their partner's by regulating opposite sides of the bar during lifting. These findings provide empirical support of theories positing the existence of an internal modelling deficit in ASD. In addition, our findings suggest that impaired social reciprocal behavior and joint cooperative play exhibited by individuals with ASD may reflect behavioral adaptations to evade conflicting or ambiguous information in social settings. En ligne : http://dx.doi.org/10.1016/j.rasd.2011.02.016 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=126

Motor and socio-cognitive mechanisms explaining peers" synchronization of joint action across development in autistic and non-autistic children / Yael ESTRUGO ; Shahar BAR YEHUDA ; Nirit BAUMINGER-ZVIELY in Autism, 29-7 (July 2025)  

Public ISBD [article]  inAutism > 29-7 (July 2025) . - p.1819-1834 Titre : Motor and socio-cognitive mechanisms explaining peers" synchronization of joint action across development in autistic and non-autistic children Type de document : texte imprimé Auteurs : Yael ESTRUGO, Auteur ; Shahar BAR YEHUDA, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur Article en page(s) : p.1819-1834 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  developmental patterns  joint action  motor abilities  motor coordination  theory of mind Index. décimale : PER Périodiques Résumé : When partners coordinate their movement in time and space to reach a goal, they perform joint action, an important part of every interaction. Joint action involves motor abilities and socio-cognitive skills like theory of mind. Autistic children s lower joint motor coordination (joint action) abilities as well as their motor functioning and theory of mind difficulties may interfere with efficient peer interaction. However, the shared contribution of motor and theory of mind to partners" joint action was not yet explored. This study investigated those contributors (motor and theory of mind) along with group and age differences in 84 autistic children ages 6-16 years and 64 non-autistic children matched by age, sex, and IQ across three age-groups: early-childhood, preadolescence, and adolescence. Basic and advanced theory of mind skills and most motor tasks were higher among adolescents versus early-childhood. However, the autistic group consistently underperformed the non-autistic group in basic and advanced theory of mind levels and in all gross- and fine-motor tasks across all age-groups, revealing unique motor development characteristics in autism. A significant joint full mediation effect emerged for motor and theory of mind skills on joint action performance in both study groups. Understanding that motor and theory of mind skills together underlie joint action opens up a new channel of intervention to facilitate peer interaction.Lay abstract When two or more people move together in a coordinated way at the same time and in the same place, they perform "joint action," which is an important part of everyday social interaction. Joint action involves the activation of both motor skills and the social-cognitive understanding of others" thoughts, feelings, and desires-their ability to hold "Theory of Mind." Motor functioning and Theory of Mind may be challenging for autistic individuals. We wanted to investigate how motor skills and the ability to understand others" minds develop in autistic and non-autistic children and adolescents and to explore how these skills contribute to joint action performance. We compared 84 autistic children with 64 non-autistic children matched by age, sex, and IQ. Among these 6- to 16-year-olds, we examined three age-groups: early-childhood, preadolescence, and adolescence. We found that older participants, both in the autistic and non-autistic groups, showed better abilities than younger participants in basic and advanced Theory of Mind skills and in most motor tasks. However, non-autistic children outperformed autistic children in Theory of Mind (at basic and advanced levels) and also in all gross-motor and fine-motor tasks, across all age-groups. The autistic group?s motor patterns were characterized by greater variability in tasks" rated difficulty levels compared to their non-autistic peers, who showed more intact, uniform patterns. Both motor and Theory of Mind skills were found to significantly impact joint action performance in both study groups. These findings are important for understanding joint action s underlying mechanisms and for refining social intervention programs for autistic individuals. En ligne : https://dx.doi.org/10.1177/13623613251328437 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558 [article] Motor and socio-cognitive mechanisms explaining peers" synchronization of joint action across development in autistic and non-autistic children [texte imprimé] / Yael ESTRUGO, Auteur ; Shahar BAR YEHUDA, Auteur ; Nirit BAUMINGER-ZVIELY, Auteur . - p.1819-1834. Langues : Anglais (eng) in Autism > 29-7 (July 2025) . - p.1819-1834 Mots-clés : autism spectrum disorder  developmental patterns  joint action  motor abilities  motor coordination  theory of mind Index. décimale : PER Périodiques Résumé : When partners coordinate their movement in time and space to reach a goal, they perform joint action, an important part of every interaction. Joint action involves motor abilities and socio-cognitive skills like theory of mind. Autistic children s lower joint motor coordination (joint action) abilities as well as their motor functioning and theory of mind difficulties may interfere with efficient peer interaction. However, the shared contribution of motor and theory of mind to partners" joint action was not yet explored. This study investigated those contributors (motor and theory of mind) along with group and age differences in 84 autistic children ages 6-16 years and 64 non-autistic children matched by age, sex, and IQ across three age-groups: early-childhood, preadolescence, and adolescence. Basic and advanced theory of mind skills and most motor tasks were higher among adolescents versus early-childhood. However, the autistic group consistently underperformed the non-autistic group in basic and advanced theory of mind levels and in all gross- and fine-motor tasks across all age-groups, revealing unique motor development characteristics in autism. A significant joint full mediation effect emerged for motor and theory of mind skills on joint action performance in both study groups. Understanding that motor and theory of mind skills together underlie joint action opens up a new channel of intervention to facilitate peer interaction.Lay abstract When two or more people move together in a coordinated way at the same time and in the same place, they perform "joint action," which is an important part of everyday social interaction. Joint action involves the activation of both motor skills and the social-cognitive understanding of others" thoughts, feelings, and desires-their ability to hold "Theory of Mind." Motor functioning and Theory of Mind may be challenging for autistic individuals. We wanted to investigate how motor skills and the ability to understand others" minds develop in autistic and non-autistic children and adolescents and to explore how these skills contribute to joint action performance. We compared 84 autistic children with 64 non-autistic children matched by age, sex, and IQ. Among these 6- to 16-year-olds, we examined three age-groups: early-childhood, preadolescence, and adolescence. We found that older participants, both in the autistic and non-autistic groups, showed better abilities than younger participants in basic and advanced Theory of Mind skills and in most motor tasks. However, non-autistic children outperformed autistic children in Theory of Mind (at basic and advanced levels) and also in all gross-motor and fine-motor tasks, across all age-groups. The autistic group?s motor patterns were characterized by greater variability in tasks" rated difficulty levels compared to their non-autistic peers, who showed more intact, uniform patterns. Both motor and Theory of Mind skills were found to significantly impact joint action performance in both study groups. These findings are important for understanding joint action s underlying mechanisms and for refining social intervention programs for autistic individuals. En ligne : https://dx.doi.org/10.1177/13623613251328437 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558

Action coordination during a real-world task: Evidence from children with and without autism spectrum disorder / Dominic A. TREVISAN in Development and Psychopathology, 33-1 (February 2021)  

Public ISBD [article]  inDevelopment and Psychopathology > 33-1 (February 2021) . - p.65-75 Titre : Action coordination during a real-world task: Evidence from children with and without autism spectrum disorder Type de document : texte imprimé Auteurs : Dominic A. TREVISAN, Auteur ; James T. ENNS, Auteur ; Elina BIRMINGHAM, Auteur ; Grace IAROCCI, Auteur Article en page(s) : p.65-75 Langues : Anglais (eng) Mots-clés : Asd  action coordination  autism  joint action  social interaction Index. décimale : PER Périodiques Résumé : "Joint action"-the ability to coordinate actions with others-is critical for achieving individual and interpersonal goals and for our collective success as a species. Joint actions require accurate and rapid inferences about others' goals, intentions, and focus of attention, skills that are thought to be impaired in individuals with autism spectrum disorder (ASD). Research to date has not investigated joint action abilities in individuals with ASD during real-world social interactions. We conducted an experimental study that required children with ASD and typically developing children to move tables by themselves or collaboratively through a maze. This involved developing innovative methodologies for measuring action coordination-a critical component of the joint action process. We found that children with ASD are less likely to benefit from the collaboration of a peer than are typically developing children, and they are less likely to synchronize their steps when moving the table. However, these differences were masked when scaffolded by an adult. There was no evidence that ASD differences were due to gross motor delays in the participants with ASD. We argue that action coordination is a highly adaptive social process that is intrinsic to successful human functioning that manifests as atypical synchronization of mind and body in children with ASD. En ligne : http://dx.doi.org/10.1017/s0954579419001561 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442 [article] Action coordination during a real-world task: Evidence from children with and without autism spectrum disorder [texte imprimé] / Dominic A. TREVISAN, Auteur ; James T. ENNS, Auteur ; Elina BIRMINGHAM, Auteur ; Grace IAROCCI, Auteur . - p.65-75. Langues : Anglais (eng) in Development and Psychopathology > 33-1 (February 2021) . - p.65-75 Mots-clés : Asd  action coordination  autism  joint action  social interaction Index. décimale : PER Périodiques Résumé : "Joint action"-the ability to coordinate actions with others-is critical for achieving individual and interpersonal goals and for our collective success as a species. Joint actions require accurate and rapid inferences about others' goals, intentions, and focus of attention, skills that are thought to be impaired in individuals with autism spectrum disorder (ASD). Research to date has not investigated joint action abilities in individuals with ASD during real-world social interactions. We conducted an experimental study that required children with ASD and typically developing children to move tables by themselves or collaboratively through a maze. This involved developing innovative methodologies for measuring action coordination-a critical component of the joint action process. We found that children with ASD are less likely to benefit from the collaboration of a peer than are typically developing children, and they are less likely to synchronize their steps when moving the table. However, these differences were masked when scaffolded by an adult. There was no evidence that ASD differences were due to gross motor delays in the participants with ASD. We argue that action coordination is a highly adaptive social process that is intrinsic to successful human functioning that manifests as atypical synchronization of mind and body in children with ASD. En ligne : http://dx.doi.org/10.1017/s0954579419001561 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=442