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Approximating Implicit and Explicit Mentalizing with Two Naturalistic Video-Based Tasks in Typical Development and Autism Spectrum Disorder / Gabriela ROSENBLAU in Journal of Autism and Developmental Disorders, 45-4 (April 2015)
[article]
Titre : Approximating Implicit and Explicit Mentalizing with Two Naturalistic Video-Based Tasks in Typical Development and Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Gabriela ROSENBLAU, Auteur ; Dorit KLIEMANN, Auteur ; Hauke R. HEEKEREN, Auteur ; Isabel DZIOBEK, Auteur Article en page(s) : p.953-965 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Cognition Mentalizing Behavioral assessment Implicit Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) have been proposed to show greater impairments in implicit than explicit mentalizing. To test this proposition, we developed two comparable naturalistic tasks for a performance-based approximation of implicit and explicit mentalizing in 28 individuals with ASD and 23 matched typically developed (TD) participants. Although both tasks were sensitive to the social impairments of individuals with ASD, implicit mentalizing was not more dysfunctional than explicit mentalizing. In TD participants, performance on the tasks did not correlate with each other, whereas in individuals with ASD they were highly correlated. These findings suggest that implicit and explicit mentalizing processes are separable in typical development. In contrast, in individuals with ASD implicit and explicit mentalizing processes are similarly impaired and closely linked suggesting a lack of developmental specification of these processes in ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2249-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258
in Journal of Autism and Developmental Disorders > 45-4 (April 2015) . - p.953-965[article] Approximating Implicit and Explicit Mentalizing with Two Naturalistic Video-Based Tasks in Typical Development and Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Gabriela ROSENBLAU, Auteur ; Dorit KLIEMANN, Auteur ; Hauke R. HEEKEREN, Auteur ; Isabel DZIOBEK, Auteur . - p.953-965.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-4 (April 2015) . - p.953-965
Mots-clés : Autism spectrum disorder Cognition Mentalizing Behavioral assessment Implicit Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) have been proposed to show greater impairments in implicit than explicit mentalizing. To test this proposition, we developed two comparable naturalistic tasks for a performance-based approximation of implicit and explicit mentalizing in 28 individuals with ASD and 23 matched typically developed (TD) participants. Although both tasks were sensitive to the social impairments of individuals with ASD, implicit mentalizing was not more dysfunctional than explicit mentalizing. In TD participants, performance on the tasks did not correlate with each other, whereas in individuals with ASD they were highly correlated. These findings suggest that implicit and explicit mentalizing processes are separable in typical development. In contrast, in individuals with ASD implicit and explicit mentalizing processes are similarly impaired and closely linked suggesting a lack of developmental specification of these processes in ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2249-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=258 Competition enhances mentalizing performance in autism / Heidi CHANG in Research in Autism Spectrum Disorders, 22 (February 2016)
[article]
Titre : Competition enhances mentalizing performance in autism Type de document : Texte imprimé et/ou numérique Auteurs : Heidi CHANG, Auteur ; Him CHEUNG, Auteur Article en page(s) : p.45-54 Langues : Anglais (eng) Mots-clés : Autism Theory of mind Mentalizing False belief Competition Social motivation Index. décimale : PER Périodiques Résumé : This study examines the independent effects of competition, engagement, and reward on false belief performance in children with autism. Twenty-eight 8- to 15-year-olds (mean age = 12 years) with autism were tested on a modified version of the Sally–Anne task and the Dot–Midge task in Experiment 1. In Experiment 2 we recruited thirty 8- to 16-year-olds (mean age = 12 years) with autism who were tested on the Dot–Midge task and two further versions of the Sally–Anne task comprising a reward and a reward + engagement component, respectively. Comparing the children’s performances on these tasks therefore sheds light on the relative importance of competition, engagement, and reward in their application of false belief knowledge. Nonverbal intelligence and vocabulary were also measured as covariates. The participants performed significantly better on the Dot–Midge task than all the different versions of the Sally–Anne task in the two experiments, whereas the different versions of the Sally–Anne task did not differ among themselves. The effect of task did not interact with the covariates. This result suggests a unique role of competition in the use of false beliefs in children with autism, complementing the work by Peterson, Slaughter, Peterson, and Premack (2013) which highlights the importance of social motivation. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.11.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278
in Research in Autism Spectrum Disorders > 22 (February 2016) . - p.45-54[article] Competition enhances mentalizing performance in autism [Texte imprimé et/ou numérique] / Heidi CHANG, Auteur ; Him CHEUNG, Auteur . - p.45-54.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 22 (February 2016) . - p.45-54
Mots-clés : Autism Theory of mind Mentalizing False belief Competition Social motivation Index. décimale : PER Périodiques Résumé : This study examines the independent effects of competition, engagement, and reward on false belief performance in children with autism. Twenty-eight 8- to 15-year-olds (mean age = 12 years) with autism were tested on a modified version of the Sally–Anne task and the Dot–Midge task in Experiment 1. In Experiment 2 we recruited thirty 8- to 16-year-olds (mean age = 12 years) with autism who were tested on the Dot–Midge task and two further versions of the Sally–Anne task comprising a reward and a reward + engagement component, respectively. Comparing the children’s performances on these tasks therefore sheds light on the relative importance of competition, engagement, and reward in their application of false belief knowledge. Nonverbal intelligence and vocabulary were also measured as covariates. The participants performed significantly better on the Dot–Midge task than all the different versions of the Sally–Anne task in the two experiments, whereas the different versions of the Sally–Anne task did not differ among themselves. The effect of task did not interact with the covariates. This result suggests a unique role of competition in the use of false beliefs in children with autism, complementing the work by Peterson, Slaughter, Peterson, and Premack (2013) which highlights the importance of social motivation. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.11.009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 Computer-Assisted Face Processing Instruction Improves Emotion Recognition, Mentalizing, and Social Skills in Students with ASD / Linda Marie RICE in Journal of Autism and Developmental Disorders, 45-7 (July 2015)
[article]
Titre : Computer-Assisted Face Processing Instruction Improves Emotion Recognition, Mentalizing, and Social Skills in Students with ASD Type de document : Texte imprimé et/ou numérique Auteurs : Linda Marie RICE, Auteur ; Carla A. WALL, Auteur ; Adam FOGEL, Auteur ; Frederick SHIC, Auteur Année de publication : 2015 Article en page(s) : p.2176-2186 Langues : Anglais (eng) Mots-clés : Intervention Computer-assisted instruction Emotion recognition Mentalizing Social interactions Index. décimale : PER Périodiques Résumé : This study examined the extent to which a computer-based social skills intervention called FaceSay™ was associated with improvements in affect recognition, mentalizing, and social skills of school-aged children with Autism Spectrum Disorder (ASD). FaceSay™ offers students simulated practice with eye gaze, joint attention, and facial recognition skills. This randomized control trial included school-aged children meeting educational criteria for autism (N = 31). Results demonstrated that participants who received the intervention improved their affect recognition and mentalizing skills, as well as their social skills. These findings suggest that, by targeting face-processing skills, computer-based interventions may produce changes in broader cognitive and social-skills domains in a cost- and time-efficient manner. En ligne : http://dx.doi.org/10.1007/s10803-015-2380-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261
in Journal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.2176-2186[article] Computer-Assisted Face Processing Instruction Improves Emotion Recognition, Mentalizing, and Social Skills in Students with ASD [Texte imprimé et/ou numérique] / Linda Marie RICE, Auteur ; Carla A. WALL, Auteur ; Adam FOGEL, Auteur ; Frederick SHIC, Auteur . - 2015 . - p.2176-2186.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 45-7 (July 2015) . - p.2176-2186
Mots-clés : Intervention Computer-assisted instruction Emotion recognition Mentalizing Social interactions Index. décimale : PER Périodiques Résumé : This study examined the extent to which a computer-based social skills intervention called FaceSay™ was associated with improvements in affect recognition, mentalizing, and social skills of school-aged children with Autism Spectrum Disorder (ASD). FaceSay™ offers students simulated practice with eye gaze, joint attention, and facial recognition skills. This randomized control trial included school-aged children meeting educational criteria for autism (N = 31). Results demonstrated that participants who received the intervention improved their affect recognition and mentalizing skills, as well as their social skills. These findings suggest that, by targeting face-processing skills, computer-based interventions may produce changes in broader cognitive and social-skills domains in a cost- and time-efficient manner. En ligne : http://dx.doi.org/10.1007/s10803-015-2380-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=261 Enter the Wild: Autistic Traits and Their Relationship to Mentalizing and Social Interaction in Everyday Life / T. SCHUWERK in Journal of Autism and Developmental Disorders, 49-10 (October 2019)
[article]
Titre : Enter the Wild: Autistic Traits and Their Relationship to Mentalizing and Social Interaction in Everyday Life Type de document : Texte imprimé et/ou numérique Auteurs : T. SCHUWERK, Auteur ; L. J. KALTEFLEITER, Auteur ; J. Q. AU, Auteur ; A. HOESL, Auteur ; C. STACHL, Auteur Article en page(s) : p.4193-4208 Langues : Anglais (eng) Mots-clés : Autism Experience sampling method Mentalizing Mobile sensing Theory of mind Index. décimale : PER Périodiques Résumé : Theories derived from lab-based research emphasize the importance of mentalizing for social interaction and propose a link between mentalizing, autistic traits, and social behavior. We tested these assumptions in everyday life. Via smartphone-based experience sampling and logging of smartphone usage behavior we quantified mentalizing and social interaction in our participants' natural environment. Mentalizing occurred less frequently than reasoning about actions and participants preferred to mentalize when alone. Autistic traits were negatively correlated with communication via smartphone. Yet, they were not associated with social media usage, a more indirect way of getting in touch with others. Our findings critically inform recent theories on social cognition, social behavior, and the role of autistic traits in these phenomena. En ligne : http://dx.doi.org/10.1007/s10803-019-04134-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407
in Journal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4193-4208[article] Enter the Wild: Autistic Traits and Their Relationship to Mentalizing and Social Interaction in Everyday Life [Texte imprimé et/ou numérique] / T. SCHUWERK, Auteur ; L. J. KALTEFLEITER, Auteur ; J. Q. AU, Auteur ; A. HOESL, Auteur ; C. STACHL, Auteur . - p.4193-4208.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-10 (October 2019) . - p.4193-4208
Mots-clés : Autism Experience sampling method Mentalizing Mobile sensing Theory of mind Index. décimale : PER Périodiques Résumé : Theories derived from lab-based research emphasize the importance of mentalizing for social interaction and propose a link between mentalizing, autistic traits, and social behavior. We tested these assumptions in everyday life. Via smartphone-based experience sampling and logging of smartphone usage behavior we quantified mentalizing and social interaction in our participants' natural environment. Mentalizing occurred less frequently than reasoning about actions and participants preferred to mentalize when alone. Autistic traits were negatively correlated with communication via smartphone. Yet, they were not associated with social media usage, a more indirect way of getting in touch with others. Our findings critically inform recent theories on social cognition, social behavior, and the role of autistic traits in these phenomena. En ligne : http://dx.doi.org/10.1007/s10803-019-04134-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=407 Increasing Extrinsic Motivation Improves Time-Based Prospective Memory in Adults with Autism: Relations with Executive Functioning and Mentalizing / Julia LANDSIEDEL in Journal of Autism and Developmental Disorders, 50-4 (April 2020)
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Titre : Increasing Extrinsic Motivation Improves Time-Based Prospective Memory in Adults with Autism: Relations with Executive Functioning and Mentalizing Type de document : Texte imprimé et/ou numérique Auteurs : Julia LANDSIEDEL, Auteur ; David M. WILLIAMS, Auteur Article en page(s) : p.1133-1146 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Executive functions Importance instructions Mentalizing Prospective memory Index. décimale : PER Périodiques Résumé : Time-based prospective memory (PM) is diminished under various task demands in individuals with autism spectrum disorder (ASD). However, it is still unclear what underpins their impairment or how it could be remediated. This study explored whether instructions to prioritise one element of a PM task over another improved performance in adults with ASD (compared to a group of matched neurotypical adults), and how that is related to cognitive abilities. Results indicated that importance instructions significantly improved the PM performance of participants with ASD. Moreover, the extent of the benefit was associated significantly with objectively-measured executive set-shifting ability and self-reported inhibitory control ability (the poorer the set-shifting/inhibitory control, the greater the benefit). Implications for future research and clinical practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04340-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421
in Journal of Autism and Developmental Disorders > 50-4 (April 2020) . - p.1133-1146[article] Increasing Extrinsic Motivation Improves Time-Based Prospective Memory in Adults with Autism: Relations with Executive Functioning and Mentalizing [Texte imprimé et/ou numérique] / Julia LANDSIEDEL, Auteur ; David M. WILLIAMS, Auteur . - p.1133-1146.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 50-4 (April 2020) . - p.1133-1146
Mots-clés : Autism spectrum disorder Executive functions Importance instructions Mentalizing Prospective memory Index. décimale : PER Périodiques Résumé : Time-based prospective memory (PM) is diminished under various task demands in individuals with autism spectrum disorder (ASD). However, it is still unclear what underpins their impairment or how it could be remediated. This study explored whether instructions to prioritise one element of a PM task over another improved performance in adults with ASD (compared to a group of matched neurotypical adults), and how that is related to cognitive abilities. Results indicated that importance instructions significantly improved the PM performance of participants with ASD. Moreover, the extent of the benefit was associated significantly with objectively-measured executive set-shifting ability and self-reported inhibitory control ability (the poorer the set-shifting/inhibitory control, the greater the benefit). Implications for future research and clinical practice are discussed. En ligne : http://dx.doi.org/10.1007/s10803-019-04340-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=421 Maternal age, autistic-like traits and mentalizing as predictors of child autistic-like traits in a population-based cohort / Novika Purnama SARI in Molecular Autism, 13 (2022)
PermalinkSocial brain activation during mentalizing in a large autism cohort: the Longitudinal European Autism Project / Carolin MOESSNANG in Molecular Autism, 11 (2020)
PermalinkAbilities to Explicitly and Implicitly Infer Intentions from Actions in Adults with Autism Spectrum Disorder / E. J. COLE in Journal of Autism and Developmental Disorders, 48-5 (May 2018)
PermalinkCulture and psychopathology: An attempt at reconsidering the role of social learning / Peter FONAGY in Development and Psychopathology, 34-4 (October 2022)
PermalinkDeveloping the Frith-Happé animations: A quick and objective test of Theory of Mind for adults with autism / Sarah J. WHITE in Autism Research, 4-2 (April 2011)
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