176 recherche sur le mot-clé 'social cognition'

Social Cognition in Autism and Schizophrenia Spectrum Disorders: The Same but Different? / L. BOADA in Journal of Autism and Developmental Disorders, 50-8 (August 2020)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.3046-3059 Titre : Social Cognition in Autism and Schizophrenia Spectrum Disorders: The Same but Different? Type de document : Texte imprimé et/ou numérique Auteurs : L. BOADA, Auteur ; G. LAHERA, Auteur ; Laura PINA-CAMACHO, Auteur ; J. MERCHAN-NARANJO, Auteur ; Covadonga M. DIAZ-CANEJA, Auteur ; J. M. BELLON, Auteur ; J. M. RUIZ-VARGAS, Auteur ; Mara PARELLADA, Auteur Article en page(s) : p.3046-3059 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Masc  Psychosis  Schizophrenia  Social cognition  Theory of mind Index. décimale : PER Périodiques Résumé : Social cognition impairment is a core shared phenotype in both schizophrenia spectrum disorders (SSD) and autism spectrum disorders (ASD). This study compares social cognition performance through four different instruments in a sample of 147 individuals with ASD or SSD and in healthy controls. We found that both clinical groups perform similarly to each other and worse than healthy controls in all social cognition tasks. Only performance on the Movie for the Assessment of Social Cognition (MASC) test was independent of age and intelligence. Proportionately, individuals in the control group made significantly more overmentalization errors than both patients group did and made fewer undermentalization errors than patients with SSD did. AUC analyses showed that the MASC was the instrument that best discriminated between the clinical and control groups. Multivariate analysis showed negative symptom severity as a potential mediator of the association between social cognition deficit and poor global functioning. En ligne : http://dx.doi.org/10.1007/s10803-020-04408-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428 [article] Social Cognition in Autism and Schizophrenia Spectrum Disorders: The Same but Different? [Texte imprimé et/ou numérique] / L. BOADA, Auteur ; G. LAHERA, Auteur ; Laura PINA-CAMACHO, Auteur ; J. MERCHAN-NARANJO, Auteur ; Covadonga M. DIAZ-CANEJA, Auteur ; J. M. BELLON, Auteur ; J. M. RUIZ-VARGAS, Auteur ; Mara PARELLADA, Auteur . - p.3046-3059. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 50-8 (August 2020) . - p.3046-3059 Mots-clés : Autism spectrum disorders  Masc  Psychosis  Schizophrenia  Social cognition  Theory of mind Index. décimale : PER Périodiques Résumé : Social cognition impairment is a core shared phenotype in both schizophrenia spectrum disorders (SSD) and autism spectrum disorders (ASD). This study compares social cognition performance through four different instruments in a sample of 147 individuals with ASD or SSD and in healthy controls. We found that both clinical groups perform similarly to each other and worse than healthy controls in all social cognition tasks. Only performance on the Movie for the Assessment of Social Cognition (MASC) test was independent of age and intelligence. Proportionately, individuals in the control group made significantly more overmentalization errors than both patients group did and made fewer undermentalization errors than patients with SSD did. AUC analyses showed that the MASC was the instrument that best discriminated between the clinical and control groups. Multivariate analysis showed negative symptom severity as a potential mediator of the association between social cognition deficit and poor global functioning. En ligne : http://dx.doi.org/10.1007/s10803-020-04408-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=428

Social cognition and Reading comprehension in children and adolescents with autism spectrum disorders or typical development / Nancy S. MCINTYRE in Research in Autism Spectrum Disorders, 54 (October 2018)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 54 (October 2018) . - p.9-20 Titre : Social cognition and Reading comprehension in children and adolescents with autism spectrum disorders or typical development Type de document : Texte imprimé et/ou numérique Auteurs : Nancy S. MCINTYRE, Auteur ; Tasha M. OSWALD, Auteur ; Emily J. SOLARI, Auteur ; Matthew ZAJIC, Auteur ; Lindsay E. LERRO, Auteur ; Claire HUGHES, Auteur ; Rory T. DEVINE, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.9-20 Langues : Anglais (eng) Mots-clés : ASD  Social cognition  Theory of mind  Oral language  Reading comprehension Index. décimale : PER Périodiques Résumé : Background Many individuals with autism spectrum disorders (ASD) exhibit social cognitive impairments in the development of theory of mind (ToM), or the ability to attribute mental states to oneself and others. ToM has been shown to relate to reading comprehension for children and adolescents with typical development (TD) and with ASD. This study examined the relation between reading comprehension, word recognition, oral language, and ToM for higher-functioning children and adolescents with ASD (HFASD) as compared to those with TD. Method 70 children with HFASD and 40 children with TD, aged 9–17 years, participated in the study. In order to describe the HFASD as compared to the TD sample, a series of ANOVAs and ANCOVAs were conducted. Multiple regression analyses were conducted with reading comprehension as the outcome variable. Separate regression models (TD & HFASD) were run with IQ, word recognition, oral language, and two ToM measures (Happé’s Strange Stories and the Silent Films Task) as predictors. Results The TD group performed better than the HFASD group on all standardized and experimental measures. Regression analyses revealed that after controlling for IQ, word recognition, and oral language, both ToM measures predicted unique variance in reading comprehension in the HFASD, but not the TD, sample. Furthermore, the TD and HFASD groups displayed different patterns of significant predictors of reading comprehension. Conclusions This study suggests that in addition to oral language and higher-order linguistic comprehension, social cognition is an important factor to consider when designing reading interventions for students with ASD. En ligne : https://doi.org/10.1016/j.rasd.2018.06.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368 [article] Social cognition and Reading comprehension in children and adolescents with autism spectrum disorders or typical development [Texte imprimé et/ou numérique] / Nancy S. MCINTYRE, Auteur ; Tasha M. OSWALD, Auteur ; Emily J. SOLARI, Auteur ; Matthew ZAJIC, Auteur ; Lindsay E. LERRO, Auteur ; Claire HUGHES, Auteur ; Rory T. DEVINE, Auteur ; Peter C. MUNDY, Auteur . - p.9-20. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 54 (October 2018) . - p.9-20 Mots-clés : ASD  Social cognition  Theory of mind  Oral language  Reading comprehension Index. décimale : PER Périodiques Résumé : Background Many individuals with autism spectrum disorders (ASD) exhibit social cognitive impairments in the development of theory of mind (ToM), or the ability to attribute mental states to oneself and others. ToM has been shown to relate to reading comprehension for children and adolescents with typical development (TD) and with ASD. This study examined the relation between reading comprehension, word recognition, oral language, and ToM for higher-functioning children and adolescents with ASD (HFASD) as compared to those with TD. Method 70 children with HFASD and 40 children with TD, aged 9–17 years, participated in the study. In order to describe the HFASD as compared to the TD sample, a series of ANOVAs and ANCOVAs were conducted. Multiple regression analyses were conducted with reading comprehension as the outcome variable. Separate regression models (TD & HFASD) were run with IQ, word recognition, oral language, and two ToM measures (Happé’s Strange Stories and the Silent Films Task) as predictors. Results The TD group performed better than the HFASD group on all standardized and experimental measures. Regression analyses revealed that after controlling for IQ, word recognition, and oral language, both ToM measures predicted unique variance in reading comprehension in the HFASD, but not the TD, sample. Furthermore, the TD and HFASD groups displayed different patterns of significant predictors of reading comprehension. Conclusions This study suggests that in addition to oral language and higher-order linguistic comprehension, social cognition is an important factor to consider when designing reading interventions for students with ASD. En ligne : https://doi.org/10.1016/j.rasd.2018.06.004 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=368

Social cognition, social skill, and the broad autism phenotype / Noah J. SASSON in Autism, 17-6 (November 2013)  

Public ISBD [article]  inAutism > 17-6 (November 2013) . - p.655-667 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 [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

Research Review: The relationship between social anxiety and social cognition in children and adolescents: a systematic review and meta-analysis / S. PEARCEY in Journal of Child Psychology and Psychiatry, 62-7 (July 2021)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-7 (July 2021) . - p.805-821 Titre : Research Review: The relationship between social anxiety and social cognition in children and adolescents: a systematic review and meta-analysis Type de document : Texte imprimé et/ou numérique Auteurs : S. PEARCEY, Auteur ; K. GORDON, Auteur ; Bhismadev CHAKRABARTI, Auteur ; H. DODD, Auteur ; B. HALLDORSSON, Auteur ; C. CRESWELL, Auteur Article en page(s) : p.805-821 Langues : Anglais (eng) Mots-clés : Adolescent  Anxiety  Anxiety Disorders  Autism Spectrum Disorder  Child  Cognition  Humans  Social Cognition  Social Skills  Theory of Mind  Social anxiety disorder  social cognition  social skills Index. décimale : PER Périodiques Résumé : BACKGROUND: Childhood Social Anxiety Disorder (SAD) is common and impairing. The recommended treatment is a disorder specific form of cognitive behavioural therapy (CBT) that includes social skills training and, whilst they appear to be more effective than more general treatments, it is not clear whether social skills training is the critical component involved in improved outcomes, particularly given that evidence for the relationship between social anxiety and social skills deficits in children is inconsistent. This may be partly due to an overlap in their observable features, and because the nature of the association may vary in different contexts (e.g. according to child age). An alternative approach is to examine the association between social anxiety and the social cognitive capacities that underpin social skills. This paper aims to examine the association between social anxiety and social cognition in children and adolescents, and examine conceptual and methodological moderators of this relationship. METHODS: Papers published between 1980 and 2019 were screened systematically. Fifty studies were identified from which an effect size could be calculated for the relationship between social anxiety and social cognition, including 15,411 children and adolescents. RESULTS: An overall significant, but moderate effect (r = -.15) was identified, where increased social anxiety was associated with lower social cognitive ability. Moderation analyses revealed specific associations within studies examining social anxiety among participants with and without ASD who were older than 7 years old, and studies assessing the relationship between social anxiety and specific aspects of Theory of Mind (ToM). No significant association was identified between social anxiety and emotion recognition. CONCLUSIONS: Significant associations between social anxiety and social cognitive abilities appear to be accounted for by elevated social anxiety among children with ASD, and those with difficulties in specific aspects of ToM but not broader social skills, such as emotion recognition. This reinforces the importance of accurately identifying and treating social anxiety within ASD populations. In addition, treatments for social anxiety among neurotypical populations may benefit from targeting particular aspects of ToM rather than emotion recognition and other broad social skills. En ligne : http://dx.doi.org/10.1111/jcpp.13310 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456 [article] Research Review: The relationship between social anxiety and social cognition in children and adolescents: a systematic review and meta-analysis [Texte imprimé et/ou numérique] / S. PEARCEY, Auteur ; K. GORDON, Auteur ; Bhismadev CHAKRABARTI, Auteur ; H. DODD, Auteur ; B. HALLDORSSON, Auteur ; C. CRESWELL, Auteur . - p.805-821. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-7 (July 2021) . - p.805-821 Mots-clés : Adolescent  Anxiety  Anxiety Disorders  Autism Spectrum Disorder  Child  Cognition  Humans  Social Cognition  Social Skills  Theory of Mind  Social anxiety disorder  social cognition  social skills Index. décimale : PER Périodiques Résumé : BACKGROUND: Childhood Social Anxiety Disorder (SAD) is common and impairing. The recommended treatment is a disorder specific form of cognitive behavioural therapy (CBT) that includes social skills training and, whilst they appear to be more effective than more general treatments, it is not clear whether social skills training is the critical component involved in improved outcomes, particularly given that evidence for the relationship between social anxiety and social skills deficits in children is inconsistent. This may be partly due to an overlap in their observable features, and because the nature of the association may vary in different contexts (e.g. according to child age). An alternative approach is to examine the association between social anxiety and the social cognitive capacities that underpin social skills. This paper aims to examine the association between social anxiety and social cognition in children and adolescents, and examine conceptual and methodological moderators of this relationship. METHODS: Papers published between 1980 and 2019 were screened systematically. Fifty studies were identified from which an effect size could be calculated for the relationship between social anxiety and social cognition, including 15,411 children and adolescents. RESULTS: An overall significant, but moderate effect (r = -.15) was identified, where increased social anxiety was associated with lower social cognitive ability. Moderation analyses revealed specific associations within studies examining social anxiety among participants with and without ASD who were older than 7 years old, and studies assessing the relationship between social anxiety and specific aspects of Theory of Mind (ToM). No significant association was identified between social anxiety and emotion recognition. CONCLUSIONS: Significant associations between social anxiety and social cognitive abilities appear to be accounted for by elevated social anxiety among children with ASD, and those with difficulties in specific aspects of ToM but not broader social skills, such as emotion recognition. This reinforces the importance of accurately identifying and treating social anxiety within ASD populations. In addition, treatments for social anxiety among neurotypical populations may benefit from targeting particular aspects of ToM rather than emotion recognition and other broad social skills. En ligne : http://dx.doi.org/10.1111/jcpp.13310 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=456

Task-based functional neural correlates of social cognition across autism and schizophrenia spectrum disorders / Lindsay D. OLIVER in Molecular Autism, 15 (2024)  

Public ISBD [article]  inMolecular Autism > 15 (2024) . - 37p. Titre : Task-based functional neural correlates of social cognition across autism and schizophrenia spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Lindsay D. OLIVER, Auteur ; Iska MOXON-EMRE, Auteur ; Colin HAWCO, Auteur ; Erin W. DICKIE, Auteur ; Arla DAKLI, Auteur ; Rachael E. LYON, Auteur ; Peter SZATMARI, Auteur ; John D. HALTIGAN, Auteur ; Anna GOLDENBERG, Auteur ; Ayesha G. RASHIDI, Auteur ; Vinh TAN, Auteur ; Maria T. SECARA, Auteur ; Pushpal DESARKAR, Auteur ; George FOUSSIAS, Auteur ; Robert W. BUCHANAN, Auteur ; Anil K. MALHOTRA, Auteur ; Meng-Chuan LAI, Auteur ; Aristotle N VOINESKOS, Auteur ; Stephanie H. AMEIS, Auteur Article en page(s) : 37p. Langues : Anglais (eng) Mots-clés : Humans  Social Cognition  Male  Female  Adult  Magnetic Resonance Imaging  Adolescent  Young Adult  Brain/diagnostic imaging/physiopathology  Schizophrenia/physiopathology/diagnostic imaging  Autism Spectrum Disorder/physiopathology/diagnostic imaging/psychology  Autistic Disorder/physiopathology/psychology  Brain Mapping  Case-Control Studies  Autism  Schizophrenia spectrum disorders  Social cognition  fMRI Index. décimale : PER Périodiques Résumé : BACKGROUND: Autism and schizophrenia spectrum disorders (SSDs) both feature atypical social cognition. Despite evidence for comparable group-level performance in lower-level emotion processing and higher-level mentalizing, limited research has examined the neural basis of social cognition across these conditions. Our goal was to compare the neural correlates of social cognition in autism, SSDs, and typically developing controls (TDCs). METHODS: Data came from two harmonized studies in individuals diagnosed with autism or SSDs and TDCs (aged 16-35 years), including behavioral social cognitive metrics and two functional magnetic resonance imaging (fMRI) tasks: a social mirroring Imitate/Observe (ImObs) task and the Empathic Accuracy (EA) task. Group-level comparisons, and transdiagnostic analyses incorporating social cognitive performance, were run using FSL's PALM for each task, covarying for age and sex (1000 permutations, thresholded at p < 0.05 FWE-corrected). Exploratory region of interest (ROI)-based analyses were also conducted. RESULTS: ImObs and EA analyses included 164 and 174 participants, respectively (autism N = 56/59, SSD N = 50/56, TDC N = 58/59). EA and both lower- and higher-level social cognition scores differed across groups. While canonical social cognitive networks were activated, no significant whole-brain or ROI-based group-level differences in neural correlates for either task were detected. Transdiagnostically, neural activity during the EA task, but not the ImObs task, was associated with lower- and higher-level social cognitive performance. LIMITATIONS: Despite attempting to match our groups on age, sex, and race, significant group differences remained. Power to detect regional brain differences is also influenced by sample size and multiple comparisons in whole-brain analyses. Our findings may not generalize to autism and SSD individuals with co-occurring intellectual disabilities. CONCLUSIONS: The lack of whole-brain and ROI-based group-level differences identified and the dimensional EA brain-behavior relationship observed across our sample suggest that the EA task may be well-suited to target engagement in novel intervention testing. Our results also emphasize the potential utility of cross-condition approaches to better understand social cognition across autism and SSDs. En ligne : https://dx.doi.org/10.1186/s13229-024-00615-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=538 [article] Task-based functional neural correlates of social cognition across autism and schizophrenia spectrum disorders [Texte imprimé et/ou numérique] / Lindsay D. OLIVER, Auteur ; Iska MOXON-EMRE, Auteur ; Colin HAWCO, Auteur ; Erin W. DICKIE, Auteur ; Arla DAKLI, Auteur ; Rachael E. LYON, Auteur ; Peter SZATMARI, Auteur ; John D. HALTIGAN, Auteur ; Anna GOLDENBERG, Auteur ; Ayesha G. RASHIDI, Auteur ; Vinh TAN, Auteur ; Maria T. SECARA, Auteur ; Pushpal DESARKAR, Auteur ; George FOUSSIAS, Auteur ; Robert W. BUCHANAN, Auteur ; Anil K. MALHOTRA, Auteur ; Meng-Chuan LAI, Auteur ; Aristotle N VOINESKOS, Auteur ; Stephanie H. AMEIS, Auteur . - 37p. Langues : Anglais (eng) in Molecular Autism > 15 (2024) . - 37p. Mots-clés : Humans  Social Cognition  Male  Female  Adult  Magnetic Resonance Imaging  Adolescent  Young Adult  Brain/diagnostic imaging/physiopathology  Schizophrenia/physiopathology/diagnostic imaging  Autism Spectrum Disorder/physiopathology/diagnostic imaging/psychology  Autistic Disorder/physiopathology/psychology  Brain Mapping  Case-Control Studies  Autism  Schizophrenia spectrum disorders  Social cognition  fMRI Index. décimale : PER Périodiques Résumé : BACKGROUND: Autism and schizophrenia spectrum disorders (SSDs) both feature atypical social cognition. Despite evidence for comparable group-level performance in lower-level emotion processing and higher-level mentalizing, limited research has examined the neural basis of social cognition across these conditions. Our goal was to compare the neural correlates of social cognition in autism, SSDs, and typically developing controls (TDCs). METHODS: Data came from two harmonized studies in individuals diagnosed with autism or SSDs and TDCs (aged 16-35 years), including behavioral social cognitive metrics and two functional magnetic resonance imaging (fMRI) tasks: a social mirroring Imitate/Observe (ImObs) task and the Empathic Accuracy (EA) task. Group-level comparisons, and transdiagnostic analyses incorporating social cognitive performance, were run using FSL's PALM for each task, covarying for age and sex (1000 permutations, thresholded at p < 0.05 FWE-corrected). Exploratory region of interest (ROI)-based analyses were also conducted. RESULTS: ImObs and EA analyses included 164 and 174 participants, respectively (autism N = 56/59, SSD N = 50/56, TDC N = 58/59). EA and both lower- and higher-level social cognition scores differed across groups. While canonical social cognitive networks were activated, no significant whole-brain or ROI-based group-level differences in neural correlates for either task were detected. Transdiagnostically, neural activity during the EA task, but not the ImObs task, was associated with lower- and higher-level social cognitive performance. LIMITATIONS: Despite attempting to match our groups on age, sex, and race, significant group differences remained. Power to detect regional brain differences is also influenced by sample size and multiple comparisons in whole-brain analyses. Our findings may not generalize to autism and SSD individuals with co-occurring intellectual disabilities. CONCLUSIONS: The lack of whole-brain and ROI-based group-level differences identified and the dimensional EA brain-behavior relationship observed across our sample suggest that the EA task may be well-suited to target engagement in novel intervention testing. Our results also emphasize the potential utility of cross-condition approaches to better understand social cognition across autism and SSDs. En ligne : https://dx.doi.org/10.1186/s13229-024-00615-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=538

Utility of an Observational Social Skill Assessment as a Measure of Social Cognition in Autism / Grace Lee SIMMONS in Autism Research, 14-4 (April 2021)  

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An Exploration of Social Cognition in Children with Different Degrees of Genetic Deletion in Williams Syndrome / Carlos Alberto SERRANO-JUAREZ in Journal of Autism and Developmental Disorders, 51-5 (May 2021)  

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Annual Research Review: Towards a developmental neuroscience of atypical social cognition / Francesca HAPPE in Journal of Child Psychology and Psychiatry, 55-6 (June 2014)  

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Assessing Personal Constructs of Adolescents with Autism Spectrum Disorder: A Person-Centered Measure of Social Cognition / S. HESS in Journal of Autism and Developmental Disorders, 48-2 (February 2018)  

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Associations between social cognition, skills, and function and subclinical negative and positive symptoms in 22q11.2 deletion syndrome / A. VANGKILDE in Journal of Neurodevelopmental Disorders, 8-1 (December 2016)  

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