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Gepubliceerd in: Journal of Autism and Developmental Disorders 3/2016

23-10-2015 | Original Paper

Metacognitive Awareness of Facial Affect in Higher-Functioning Children and Adolescents with Autism Spectrum Disorder

Auteurs: Camilla M. McMahon, Heather A. Henderson, Lisa Newell, Mark Jaime, Peter Mundy

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 3/2016

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Abstract

Higher-functioning participants with and without autism spectrum disorder (ASD) viewed a series of face stimuli, made decisions regarding the affect of each face, and indicated their confidence in each decision. Confidence significantly predicted accuracy across all participants, but this relation was stronger for participants with typical development than participants with ASD. In the hierarchical linear modeling analysis, there were no differences in face processing accuracy between participants with and without ASD, but participants with ASD were more confident in their decisions. These results suggest that individuals with ASD have metacognitive impairments and are overconfident in face processing. Additionally, greater metacognitive awareness was predictive of better face processing accuracy, suggesting that metacognition may be a pivotal skill to teach in interventions.
Voetnoten
1
When deemed appropriate by the experimenter (e.g., participant had substantial attention difficulties), the experimenter controlled the computer mouse and paused the face stimulus presentation when requested by the participant.
 
2
Although number of face segments revealed did not have a significant or marginally significant effect in Model 1, it was retained in the model due to its prior marginal significance in the model-building process.
 
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Metagegevens
Titel
Metacognitive Awareness of Facial Affect in Higher-Functioning Children and Adolescents with Autism Spectrum Disorder
Auteurs
Camilla M. McMahon
Heather A. Henderson
Lisa Newell
Mark Jaime
Peter Mundy
Publicatiedatum
23-10-2015
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 3/2016
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-015-2630-3