4 recherche sur le mot-clé 'Metacognitive monitoring'

Metacognitive Processes in Emotion Recognition: Are They Different in Adults with Asperger’s Disorder? / Alyssa C. P. SAWYER in Journal of Autism and Developmental Disorders, 44-6 (June 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1373-1382 Titre : Metacognitive Processes in Emotion Recognition: Are They Different in Adults with Asperger’s Disorder? Type de document : Texte imprimé et/ou numérique Auteurs : Alyssa C. P. SAWYER, Auteur ; Paul WILLIAMSON, Auteur ; Robyn L. YOUNG, Auteur Article en page(s) : p.1373-1382 Langues : Anglais (eng) Mots-clés : Asperger’s Disorder  Emotion recognition  Metacognitive monitoring  Social skill Index. décimale : PER Périodiques Résumé : Deficits in emotion recognition and social interaction characterize individuals with Asperger’s Disorder (AS). Moreover they also appear to be less able to accurately use confidence to gauge their emotion recognition accuracy (i.e., metacognitive monitoring). The aim of this study was to extend this finding by considering both monitoring and control processes in emotion recognition among adults with AS. Those with AS were found to have difficulties acting on the basis of their metacognitive monitoring despite showing no deficits in their ability to discriminate accurate from inaccurate decisions. It is suggested that adults with AS have difficulties interacting socially because they are less able to assess when they are making accurate emotion recognition decisions despite having the capability to do so. En ligne : http://dx.doi.org/10.1007/s10803-013-1999-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233 [article] Metacognitive Processes in Emotion Recognition: Are They Different in Adults with Asperger’s Disorder? [Texte imprimé et/ou numérique] / Alyssa C. P. SAWYER, Auteur ; Paul WILLIAMSON, Auteur ; Robyn L. YOUNG, Auteur . - p.1373-1382. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-6 (June 2014) . - p.1373-1382 Mots-clés : Asperger’s Disorder  Emotion recognition  Metacognitive monitoring  Social skill Index. décimale : PER Périodiques Résumé : Deficits in emotion recognition and social interaction characterize individuals with Asperger’s Disorder (AS). Moreover they also appear to be less able to accurately use confidence to gauge their emotion recognition accuracy (i.e., metacognitive monitoring). The aim of this study was to extend this finding by considering both monitoring and control processes in emotion recognition among adults with AS. Those with AS were found to have difficulties acting on the basis of their metacognitive monitoring despite showing no deficits in their ability to discriminate accurate from inaccurate decisions. It is suggested that adults with AS have difficulties interacting socially because they are less able to assess when they are making accurate emotion recognition decisions despite having the capability to do so. En ligne : http://dx.doi.org/10.1007/s10803-013-1999-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=233

A meta-analysis and critical review of metacognitive accuracy in autism / Katie L CARPENTER in Autism, 27-2 (February 2023)  

Public ISBD [article]  inAutism > 27-2 (February 2023) . - p.512-525 Titre : A meta-analysis and critical review of metacognitive accuracy in autism Type de document : Texte imprimé et/ou numérique Auteurs : Katie L CARPENTER, Auteur ; David M. WILLIAMS, Auteur Article en page(s) : p.512-525 Langues : Anglais (eng) Mots-clés : autism  autism spectrum disorders  metacognition  metacognitive accuracy  metacognitive monitoring  mindreading Index. décimale : PER Périodiques Résumé : Metacognition refers to cognitions about our own cognitions. In recent years, there has been a concerted effort to examine metacognition among autistic people. The results from these studies have produced a mixed picture, with some concluding that autistic people are just as accurate as typically developing people in judging their own cognitions and others providing evidence of reduced accuracy. The aim of this meta-analysis is to amalgamate this research to obtain a clearer picture of the evidence to date. A total of 17 studies comparing 412 individuals diagnosed with autism and 453 typically developing individuals were included in the meta-analysis. The data revealed a moderate, but heterogeneous, reduction in metacognitive accuracy among autistic individuals in comparison with non-autistic individuals. A critical review of the results suggested that, despite the overall reduction in metacognitive accuracy, performance was not universally diminished among autistic participants across studies. Accuracy may be undiminished on certain types of metacognitive task. Moreover, across all tasks, there was moderate difference in metacognitive accuracy between autistic and non-autistic children, but only a small difference in metacognitive accuracy between autistic and non-autistic adults. En ligne : http://dx.doi.org/10.1177/13623613221106004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493 [article] A meta-analysis and critical review of metacognitive accuracy in autism [Texte imprimé et/ou numérique] / Katie L CARPENTER, Auteur ; David M. WILLIAMS, Auteur . - p.512-525. Langues : Anglais (eng) in Autism > 27-2 (February 2023) . - p.512-525 Mots-clés : autism  autism spectrum disorders  metacognition  metacognitive accuracy  metacognitive monitoring  mindreading Index. décimale : PER Périodiques Résumé : Metacognition refers to cognitions about our own cognitions. In recent years, there has been a concerted effort to examine metacognition among autistic people. The results from these studies have produced a mixed picture, with some concluding that autistic people are just as accurate as typically developing people in judging their own cognitions and others providing evidence of reduced accuracy. The aim of this meta-analysis is to amalgamate this research to obtain a clearer picture of the evidence to date. A total of 17 studies comparing 412 individuals diagnosed with autism and 453 typically developing individuals were included in the meta-analysis. The data revealed a moderate, but heterogeneous, reduction in metacognitive accuracy among autistic individuals in comparison with non-autistic individuals. A critical review of the results suggested that, despite the overall reduction in metacognitive accuracy, performance was not universally diminished among autistic participants across studies. Accuracy may be undiminished on certain types of metacognitive task. Moreover, across all tasks, there was moderate difference in metacognitive accuracy between autistic and non-autistic children, but only a small difference in metacognitive accuracy between autistic and non-autistic adults. En ligne : http://dx.doi.org/10.1177/13623613221106004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=493

Perceived versus actual autism knowledge in the general population / Camilla M. MCMAHON in Research in Autism Spectrum Disorders, 71 (March 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 71 (March 2020) . - p.101499 Titre : Perceived versus actual autism knowledge in the general population Type de document : Texte imprimé et/ou numérique Auteurs : Camilla M. MCMAHON, Auteur ; Brianna STOLL, Auteur ; Meghan LINTHICUM, Auteur Article en page(s) : p.101499 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder (ASD)  Autism knowledge  Overconfidence  Dunning-Kruger effect  Unskilled and unaware  Metacognitive monitoring Index. décimale : PER Périodiques Résumé : Background In recent years, there has been a growing interest in assessing the general public’s knowledge and awareness of Autism Spectrum Disorders (ASD). A variety of methods have been used to measure participants’ ASD knowledge, including self-report of ASD knowledge and objective assessment of ASD knowledge. The goals of the current study are twofold: (1) To determine whether there is a relationship between participants’ self-reported, perceived ASD knowledge and objectively-measured, actual ASD knowledge and (2) to examine the degree to which participants are aware of and can accurately monitor their own ASD knowledge. Method Participants in the general population completed a subjective, self-report questionnaire on their perceived knowledge of ASD and an objective assessment measuring their actual knowledge of ASD. After completing the objective assessment, they estimated their raw score and percentile performance on the assessment. Results Participants’ perceived knowledge of ASD was not related to their actual knowledge of ASD. Participants least knowledgeable about ASD overestimated their performance, and participants most knowledgeable about ASD underestimated their performance. Conclusions These results suggest that perceived and actual ASD knowledge are theoretically distinct constructs, such that self-reported ASD knowledge cannot serve as a proxy variable for actual ASD knowledge. Furthermore, individuals with low ASD knowledge are often not aware of their own ignorance, such that it is unlikely that they will independently seek additional knowledge or training in this area. En ligne : https://doi.org/10.1016/j.rasd.2019.101499 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416 [article] Perceived versus actual autism knowledge in the general population [Texte imprimé et/ou numérique] / Camilla M. MCMAHON, Auteur ; Brianna STOLL, Auteur ; Meghan LINTHICUM, Auteur . - p.101499. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 71 (March 2020) . - p.101499 Mots-clés : Autism Spectrum Disorder (ASD)  Autism knowledge  Overconfidence  Dunning-Kruger effect  Unskilled and unaware  Metacognitive monitoring Index. décimale : PER Périodiques Résumé : Background In recent years, there has been a growing interest in assessing the general public’s knowledge and awareness of Autism Spectrum Disorders (ASD). A variety of methods have been used to measure participants’ ASD knowledge, including self-report of ASD knowledge and objective assessment of ASD knowledge. The goals of the current study are twofold: (1) To determine whether there is a relationship between participants’ self-reported, perceived ASD knowledge and objectively-measured, actual ASD knowledge and (2) to examine the degree to which participants are aware of and can accurately monitor their own ASD knowledge. Method Participants in the general population completed a subjective, self-report questionnaire on their perceived knowledge of ASD and an objective assessment measuring their actual knowledge of ASD. After completing the objective assessment, they estimated their raw score and percentile performance on the assessment. Results Participants’ perceived knowledge of ASD was not related to their actual knowledge of ASD. Participants least knowledgeable about ASD overestimated their performance, and participants most knowledgeable about ASD underestimated their performance. Conclusions These results suggest that perceived and actual ASD knowledge are theoretically distinct constructs, such that self-reported ASD knowledge cannot serve as a proxy variable for actual ASD knowledge. Furthermore, individuals with low ASD knowledge are often not aware of their own ignorance, such that it is unlikely that they will independently seek additional knowledge or training in this area. En ligne : https://doi.org/10.1016/j.rasd.2019.101499 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=416

A Quick Measure of Theory of Mind in Autistic Adults: Decision Accuracy, Latency and Self-Awareness / Neil BREWER in Journal of Autism and Developmental Disorders, 52-6 (June 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2479-2496 Titre : A Quick Measure of Theory of Mind in Autistic Adults: Decision Accuracy, Latency and Self-Awareness Type de document : Texte imprimé et/ou numérique Auteurs : Neil BREWER, Auteur ; Robyn L. YOUNG, Auteur ; Jade Eloise NORRIS, Auteur ; Katie MARAS, Auteur ; Zoe MICHAEL, Auteur ; Emily BARNETT, Auteur Article en page(s) : p.2479-2496 Langues : Anglais (eng) Mots-clés : Autism  Decision latency  Metacognitive monitoring  Theory of Mind assessment Index. décimale : PER Périodiques Résumé : Autistic adults often experience difficulties in taking the perspective of others, potentially undermining their social interactions. We evaluated a quick, forced-choice version of the Adult Theory of Mind (A-ToM) test, which was designed to assess such difficulties and comprehensively evaluated by Brewer et al. (2017). The forced-choice version (the A-ToM-Q) demonstrated discriminant, concurrent, convergent and divergent validity using samples of autistic (N=96) and non-autistic adults (N=75). It can be administered in a few minutes and machine-scored, involves minimal training and facilitates large-scale, live, or web-based testing. It permits measurement of response latency and self-awareness, with response characteristics on both measures enhancing understanding of the nature and extent of perspective taking difficulties in autistic individuals. En ligne : http://dx.doi.org/10.1007/s10803-021-05166-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 [article] A Quick Measure of Theory of Mind in Autistic Adults: Decision Accuracy, Latency and Self-Awareness [Texte imprimé et/ou numérique] / Neil BREWER, Auteur ; Robyn L. YOUNG, Auteur ; Jade Eloise NORRIS, Auteur ; Katie MARAS, Auteur ; Zoe MICHAEL, Auteur ; Emily BARNETT, Auteur . - p.2479-2496. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-6 (June 2022) . - p.2479-2496 Mots-clés : Autism  Decision latency  Metacognitive monitoring  Theory of Mind assessment Index. décimale : PER Périodiques Résumé : Autistic adults often experience difficulties in taking the perspective of others, potentially undermining their social interactions. We evaluated a quick, forced-choice version of the Adult Theory of Mind (A-ToM) test, which was designed to assess such difficulties and comprehensively evaluated by Brewer et al. (2017). The forced-choice version (the A-ToM-Q) demonstrated discriminant, concurrent, convergent and divergent validity using samples of autistic (N=96) and non-autistic adults (N=75). It can be administered in a few minutes and machine-scored, involves minimal training and facilitates large-scale, live, or web-based testing. It permits measurement of response latency and self-awareness, with response characteristics on both measures enhancing understanding of the nature and extent of perspective taking difficulties in autistic individuals. En ligne : http://dx.doi.org/10.1007/s10803-021-05166-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474