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Perspective-taking is two-sided: Misunderstandings between people with Asperger's syndrome and their family members / B. HEASMAN in Autism, 22-6 (August 2018)
[article]
Titre : Perspective-taking is two-sided: Misunderstandings between people with Asperger's syndrome and their family members Type de document : Texte imprimé et/ou numérique Auteurs : B. HEASMAN, Auteur ; A. GILLESPIE, Auteur Article en page(s) : p.740-750 Langues : Anglais (eng) Mots-clés : Asperger's syndrome family relationships methodology misunderstanding mixed methods perspective-taking Index. décimale : PER Périodiques Résumé : Misunderstandings are social in nature, always having two sides. Yet the misunderstandings experienced by people with Asperger's syndrome are usually studied in terms of the individual with a diagnosis, with less emphasis on social relations. We use a two-sided methodology to map out misunderstandings within 22 dyads (n = 44) consisting of people with Asperger's syndrome and their family members. Both sides of the relationship were asked about 12 topics in terms of one's rating of Self, one's rating of Other and one's predicted rating by Other. The findings show that people with Asperger's are able to predict lower scores from family members, despite disagreeing with their view, and that family members often over-estimate the extent to which their relatives with Asperger's syndrome are egocentrically anchored in their own perspective. The research demonstrates that a two-sided methodology is viable, and it uses it to identify how representations of Asperger's syndrome can both support and hinder social understanding within relationships affected by Asperger's. En ligne : http://dx.doi.org/10.1177/1362361317708287 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=366
in Autism > 22-6 (August 2018) . - p.740-750[article] Perspective-taking is two-sided: Misunderstandings between people with Asperger's syndrome and their family members [Texte imprimé et/ou numérique] / B. HEASMAN, Auteur ; A. GILLESPIE, Auteur . - p.740-750.
Langues : Anglais (eng)
in Autism > 22-6 (August 2018) . - p.740-750
Mots-clés : Asperger's syndrome family relationships methodology misunderstanding mixed methods perspective-taking Index. décimale : PER Périodiques Résumé : Misunderstandings are social in nature, always having two sides. Yet the misunderstandings experienced by people with Asperger's syndrome are usually studied in terms of the individual with a diagnosis, with less emphasis on social relations. We use a two-sided methodology to map out misunderstandings within 22 dyads (n = 44) consisting of people with Asperger's syndrome and their family members. Both sides of the relationship were asked about 12 topics in terms of one's rating of Self, one's rating of Other and one's predicted rating by Other. The findings show that people with Asperger's are able to predict lower scores from family members, despite disagreeing with their view, and that family members often over-estimate the extent to which their relatives with Asperger's syndrome are egocentrically anchored in their own perspective. The research demonstrates that a two-sided methodology is viable, and it uses it to identify how representations of Asperger's syndrome can both support and hinder social understanding within relationships affected by Asperger's. En ligne : http://dx.doi.org/10.1177/1362361317708287 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=366 Self-Conscious Emotion Processing in Autistic Adolescents: Over-Reliance on Learned Social Rules During Tasks with Heightened Perspective-Taking Demands May Serve as Compensatory Strategy for Less Reflexive Mentalizing / K. F. JANKOWSKI in Journal of Autism and Developmental Disorders, 51-10 (October 2021)
[article]
Titre : Self-Conscious Emotion Processing in Autistic Adolescents: Over-Reliance on Learned Social Rules During Tasks with Heightened Perspective-Taking Demands May Serve as Compensatory Strategy for Less Reflexive Mentalizing Type de document : Texte imprimé et/ou numérique Auteurs : K. F. JANKOWSKI, Auteur ; J. H. PFEIFER, Auteur Article en page(s) : p.3514-3532 Langues : Anglais (eng) Mots-clés : Adolescent Autism Spectrum Disorder Autistic Disorder Emotions Empathy Humans Mentalization Autism Perspective-taking Self-conscious emotions Social context Social emotions Index. décimale : PER Périodiques Résumé : Autistic adolescents experience a secondary wave of social cognitive challenges which impact interpersonal success. We investigated self-conscious emotion (SCE) processing in autistic and neurotypical adolescents. Participants watched videos of peers acting embarrassed and proud and rated inferred and empathic SCEs. We compared intensity ratings across groups and conducted correlations with social cognitive abilities and autistic features. Autistic adolescents recognized SCEs and felt empathic SCEs; however, they made atypical emotion attributions when perspective-taking demands were high, which more strongly reflected the situational context. Atypical attributions were associated with perspective-taking difficulties and autistic feature intensity. An over-reliance on contextual cues may reflect a strict adherence to learned social rules, possibly compensating for less reflexive mentalizing, which may underlie interpersonal challenges in ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04808-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453
in Journal of Autism and Developmental Disorders > 51-10 (October 2021) . - p.3514-3532[article] Self-Conscious Emotion Processing in Autistic Adolescents: Over-Reliance on Learned Social Rules During Tasks with Heightened Perspective-Taking Demands May Serve as Compensatory Strategy for Less Reflexive Mentalizing [Texte imprimé et/ou numérique] / K. F. JANKOWSKI, Auteur ; J. H. PFEIFER, Auteur . - p.3514-3532.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 51-10 (October 2021) . - p.3514-3532
Mots-clés : Adolescent Autism Spectrum Disorder Autistic Disorder Emotions Empathy Humans Mentalization Autism Perspective-taking Self-conscious emotions Social context Social emotions Index. décimale : PER Périodiques Résumé : Autistic adolescents experience a secondary wave of social cognitive challenges which impact interpersonal success. We investigated self-conscious emotion (SCE) processing in autistic and neurotypical adolescents. Participants watched videos of peers acting embarrassed and proud and rated inferred and empathic SCEs. We compared intensity ratings across groups and conducted correlations with social cognitive abilities and autistic features. Autistic adolescents recognized SCEs and felt empathic SCEs; however, they made atypical emotion attributions when perspective-taking demands were high, which more strongly reflected the situational context. Atypical attributions were associated with perspective-taking difficulties and autistic feature intensity. An over-reliance on contextual cues may reflect a strict adherence to learned social rules, possibly compensating for less reflexive mentalizing, which may underlie interpersonal challenges in ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04808-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=453 ‘What’s new for you?’: Interlocutor-specific perspective-taking and language interpretation in autistic and neuro-typical children / Kirsten ABBOT-SMITH in Research in Autism Spectrum Disorders, 70 (February 2020)
[article]
Titre : ‘What’s new for you?’: Interlocutor-specific perspective-taking and language interpretation in autistic and neuro-typical children Type de document : Texte imprimé et/ou numérique Auteurs : Kirsten ABBOT-SMITH, Auteur ; David WILLIAMS, Auteur ; Danielle MATTHEWS, Auteur Article en page(s) : p.101465 Langues : Anglais (eng) Mots-clés : Children Pragmatics Referential communication Perspective-taking Interlocutor Reference Mentalising Affect Index. décimale : PER Périodiques Résumé : Background Studies have found that children with Autism Spectrum Disorder (ASD) are more likely to make errors in appropriately producing referring expressions (‘the dog’ vs. ‘the black dog’) than are controls but comprehend them with equal facility. We tested whether this anomaly arises because comprehension studies have focused on manipulating perspective-taking at a ‘generic speaker’ level. Method We compared 24 autistic eight- to eleven-year-old with 24 well-matched neuro-typical controls. Children interpreted requests (e.g. ‘Can I have that ball?’) in contexts which would be ambiguous (i.e. because the child can see two balls) if perspective-taking were not utilized. In the interlocutor-specific perspective-taking condition, the target was the particular object which was new for the speaker. Children needed to take into account what the speaker had played with before and the fact that they were now expressing excitement about something new. In two control ‘speaker-generic’ conditions we tested children’s ability to take the visual perspective of the speaker (where any speaker who stood behind a particular barrier would have the same perspective). Results The autistic group were significantly less likely to select the target and significantly more likely to request clarification in the ‘interlocutor-specific’ condition. Performance in the ‘interlocutor-generic’ (visual) perspective taking conditions did not differ between groups. Conclusion Autistic children, even those who are not intellectually-impaired, tend to have more difficulty than neuro-typical peers in comprehending referring expressions when this requires understanding that people comment on what is new for them. En ligne : https://doi.org/10.1016/j.rasd.2019.101465 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414
in Research in Autism Spectrum Disorders > 70 (February 2020) . - p.101465[article] ‘What’s new for you?’: Interlocutor-specific perspective-taking and language interpretation in autistic and neuro-typical children [Texte imprimé et/ou numérique] / Kirsten ABBOT-SMITH, Auteur ; David WILLIAMS, Auteur ; Danielle MATTHEWS, Auteur . - p.101465.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 70 (February 2020) . - p.101465
Mots-clés : Children Pragmatics Referential communication Perspective-taking Interlocutor Reference Mentalising Affect Index. décimale : PER Périodiques Résumé : Background Studies have found that children with Autism Spectrum Disorder (ASD) are more likely to make errors in appropriately producing referring expressions (‘the dog’ vs. ‘the black dog’) than are controls but comprehend them with equal facility. We tested whether this anomaly arises because comprehension studies have focused on manipulating perspective-taking at a ‘generic speaker’ level. Method We compared 24 autistic eight- to eleven-year-old with 24 well-matched neuro-typical controls. Children interpreted requests (e.g. ‘Can I have that ball?’) in contexts which would be ambiguous (i.e. because the child can see two balls) if perspective-taking were not utilized. In the interlocutor-specific perspective-taking condition, the target was the particular object which was new for the speaker. Children needed to take into account what the speaker had played with before and the fact that they were now expressing excitement about something new. In two control ‘speaker-generic’ conditions we tested children’s ability to take the visual perspective of the speaker (where any speaker who stood behind a particular barrier would have the same perspective). Results The autistic group were significantly less likely to select the target and significantly more likely to request clarification in the ‘interlocutor-specific’ condition. Performance in the ‘interlocutor-generic’ (visual) perspective taking conditions did not differ between groups. Conclusion Autistic children, even those who are not intellectually-impaired, tend to have more difficulty than neuro-typical peers in comprehending referring expressions when this requires understanding that people comment on what is new for them. En ligne : https://doi.org/10.1016/j.rasd.2019.101465 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=414 Establishing deictic repertoires in autism / Shawn P. GILROY in Research in Autism Spectrum Disorders, 19 (November 2015)
[article]
Titre : Establishing deictic repertoires in autism Type de document : Texte imprimé et/ou numérique Auteurs : Shawn P. GILROY, Auteur ; Elizabeth R. LORAH, Auteur ; Jessica DODGE, Auteur ; Catherine FIORELLO, Auteur Article en page(s) : p.82-92 Langues : Anglais (eng) Mots-clés : Relational responding Perspective-taking Autism Relational Frame Theory Index. décimale : PER Périodiques Résumé : Derived relational responding is an increasingly researched topic in the behavioral sciences. Deictic frames, among other forms of relational responding, have been found to underlie complex behavior, including perspective-taking. Researchers have developed procedures for training children, with and without disabilities, to demonstrate relational responding. Recent extensions of these teaching procedures incorporated more naturalistic contexts as an avenue for establishing these repertoires, but the efficacy of these new procedures for children with disabilities and the degree to which these improvements generalize have not yet been explored. The purpose of this study was to determine if relational repertoires could be established using newer, more naturalistic teaching procedures in children diagnosed with an autism spectrum disorder and to what degree improvements would generalize to another adult. Results indicated that all participants met criteria for mastery on all levels of relational complexity. Additionally, all three children demonstrated generalization of these repertoires to a novel adult following training to mastery. The results suggest that an intervention approach utilizing a Barnes-Holmes protocol in a story reading context was effective for establishing deictic repertoires in children diagnosed with an autism spectrum disorder. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Research in Autism Spectrum Disorders > 19 (November 2015) . - p.82-92[article] Establishing deictic repertoires in autism [Texte imprimé et/ou numérique] / Shawn P. GILROY, Auteur ; Elizabeth R. LORAH, Auteur ; Jessica DODGE, Auteur ; Catherine FIORELLO, Auteur . - p.82-92.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 19 (November 2015) . - p.82-92
Mots-clés : Relational responding Perspective-taking Autism Relational Frame Theory Index. décimale : PER Périodiques Résumé : Derived relational responding is an increasingly researched topic in the behavioral sciences. Deictic frames, among other forms of relational responding, have been found to underlie complex behavior, including perspective-taking. Researchers have developed procedures for training children, with and without disabilities, to demonstrate relational responding. Recent extensions of these teaching procedures incorporated more naturalistic contexts as an avenue for establishing these repertoires, but the efficacy of these new procedures for children with disabilities and the degree to which these improvements generalize have not yet been explored. The purpose of this study was to determine if relational repertoires could be established using newer, more naturalistic teaching procedures in children diagnosed with an autism spectrum disorder and to what degree improvements would generalize to another adult. Results indicated that all participants met criteria for mastery on all levels of relational complexity. Additionally, all three children demonstrated generalization of these repertoires to a novel adult following training to mastery. The results suggest that an intervention approach utilizing a Barnes-Holmes protocol in a story reading context was effective for establishing deictic repertoires in children diagnosed with an autism spectrum disorder. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.04.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270 Inhibitory control and lexical alignment in children with an autism spectrum disorder / Zoë HOPKINS in Journal of Child Psychology and Psychiatry, 58-10 (October 2017)
[article]
Titre : Inhibitory control and lexical alignment in children with an autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Zoë HOPKINS, Auteur ; Nicola YUILL, Auteur ; Holly P. BRANIGAN, Auteur Article en page(s) : p.1155-1165 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder alignment inhibitory control perspective-taking Index. décimale : PER Périodiques Résumé : Background Two experiments investigated the contribution of conflict inhibition to pragmatic deficits in children with autism spectrum disorder (ASD). Typical adults’ tendency to reuse interlocutors’ referential choices (lexical alignment) implicates communicative perspective-taking, which is regulated by conflict inhibition. We examined whether children with ASD spontaneously lexically aligned, and whether conflict inhibition mediated alignment. Methods Children with ASD and chronological- and verbal-age-matched typically developing controls played a picture-naming game. We manipulated whether the experimenter used a preferred or dispreferred name for each picture, and examined whether children subsequently used the same name. Results Children with ASD spontaneously lexically aligned, to the same extent as typically developing controls. Alignment was unrelated to conflict inhibition in both groups. Conclusions Children with ASD's referential communication is robust to impairments in conflict inhibition under some circumstances. Their pragmatic deficits may be mitigated in a highly structured interaction. En ligne : http://dx.doi.org/10.1111/jcpp.12792 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321
in Journal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1155-1165[article] Inhibitory control and lexical alignment in children with an autism spectrum disorder [Texte imprimé et/ou numérique] / Zoë HOPKINS, Auteur ; Nicola YUILL, Auteur ; Holly P. BRANIGAN, Auteur . - p.1155-1165.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1155-1165
Mots-clés : Autism spectrum disorder alignment inhibitory control perspective-taking Index. décimale : PER Périodiques Résumé : Background Two experiments investigated the contribution of conflict inhibition to pragmatic deficits in children with autism spectrum disorder (ASD). Typical adults’ tendency to reuse interlocutors’ referential choices (lexical alignment) implicates communicative perspective-taking, which is regulated by conflict inhibition. We examined whether children with ASD spontaneously lexically aligned, and whether conflict inhibition mediated alignment. Methods Children with ASD and chronological- and verbal-age-matched typically developing controls played a picture-naming game. We manipulated whether the experimenter used a preferred or dispreferred name for each picture, and examined whether children subsequently used the same name. Results Children with ASD spontaneously lexically aligned, to the same extent as typically developing controls. Alignment was unrelated to conflict inhibition in both groups. Conclusions Children with ASD's referential communication is robust to impairments in conflict inhibition under some circumstances. Their pragmatic deficits may be mitigated in a highly structured interaction. En ligne : http://dx.doi.org/10.1111/jcpp.12792 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 Strategic Deception in Adults with Autism Spectrum Disorder / Bob VAN TIEL in Journal of Autism and Developmental Disorders, 51-1 (January 2021)
PermalinkBelief-attribution in adults with and without autistic spectrum disorders / E. E. F. BRADFORD in Autism Research, 11-11 (November 2018)
PermalinkI use my space not yours: Use of gesture space for referential identification among children with autism spectrum disorders / Wing-Chee SO in Research in Autism Spectrum Disorders, 26 (June 2016)
PermalinkAutism and Religious Beliefs: Clues from Kafka Research / J. STUGER in Journal of Autism and Developmental Disorders, 49-4 (April 2019)
PermalinkGoing ‘Above and Beyond’: Are Those High in Autistic Traits Less Pro-social? / Leila JAMEEL in Journal of Autism and Developmental Disorders, 44-8 (August 2014)
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