Skip to main content
main-content
Top

Tip

Swipe om te navigeren naar een ander artikel

Gepubliceerd in: Journal of Autism and Developmental Disorders 11/2019

24-08-2019 | Brief Report

The Perceived Social Context Modulates Rule Learning in Autism

Auteurs: Haoyang Lu, Pengli Li, Jing Fang, Li Yi

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 11/2019

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail

Abstract

This study examines how the awareness of social situation affects rule learning in children with autism spectrum disorders (ASD) using computer-based distrust and deception games. Twenty-eight 4- to 7-year-old children with ASD and 28 age- and IQ-matched typically developing (TD) peers learned the distrusting and deceptive rules in a non-social condition, in which they were playing with a computer, or a social condition with another person pretending to interact via a computer. Results showed intact rule-learning ability in the ASDs in the non-social condition, but poorer overall performance and slower learning process than TD children when they thought that they interacted with a human opponent. Rule learning in ASD was affected by their beliefs about the social context.
Literatuur
go back to reference American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev. ed.). Washington, DC: American Psychiatric Association. American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev. ed.). Washington, DC: American Psychiatric Association.
go back to reference Baldwin, D. A. (1993). Early referential understanding: Infants’ ability to recognize referential acts for what they are. Developmental Psychology, 29(5), 832. CrossRef Baldwin, D. A. (1993). Early referential understanding: Infants’ ability to recognize referential acts for what they are. Developmental Psychology, 29(5), 832. CrossRef
go back to reference Chevallier, C., Parish-Morris, J., Tonge, N., Le, L., Miller, J., & Schultz, R. T. (2014). Susceptibility to the audience effect explains performance gap between children with and without autism in a Theory of Mind task. Journal of Experimental Psychology: General, 143(3), 972–979. https://​doi.​org/​10.​1037/​a0035483. CrossRef Chevallier, C., Parish-Morris, J., Tonge, N., Le, L., Miller, J., & Schultz, R. T. (2014). Susceptibility to the audience effect explains performance gap between children with and without autism in a Theory of Mind task. Journal of Experimental Psychology: General, 143(3), 972–979. https://​doi.​org/​10.​1037/​a0035483. CrossRef
go back to reference Lord, C., Risi, S., Lambrecht, L., Cook, E. H., Jr., Leventhal, B.L., DiLavore, P.C., … Rutter, M. (2000). The autism diagnostic observation schedule—generic: A standard measure of social and communication deficits associated with the spectrum of autism. Journal of Autism and Developmental Disorders, 30(3), 205–223. https://​doi.​org/​10.​1023/​A:​1005592401947. Lord, C., Risi, S., Lambrecht, L., Cook, E. H., Jr., Leventhal, B.L., DiLavore, P.C., … Rutter, M. (2000). The autism diagnostic observation schedule—generic: A standard measure of social and communication deficits associated with the spectrum of autism. Journal of Autism and Developmental Disorders, 30(3), 205–223. https://​doi.​org/​10.​1023/​A:​1005592401947.
go back to reference Lord, C., Rutter, M., & Couteur, A. L. (1994). Autism Diagnostic Interview-Revised: A revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders. Journal of Autism and Developmental Disorders, 24(5), 659–685. https://​doi.​org/​10.​1007/​BF02172145. CrossRef Lord, C., Rutter, M., & Couteur, A. L. (1994). Autism Diagnostic Interview-Revised: A revised version of a diagnostic interview for caregivers of individuals with possible pervasive developmental disorders. Journal of Autism and Developmental Disorders, 24(5), 659–685. https://​doi.​org/​10.​1007/​BF02172145. CrossRef
go back to reference Sang, B., & Miao, X. (1990). The revision of trail norm of Peabody picture vocabulary test revised (PPVT-R) in Shanghai proper. Psychological Science, 5, 20–25. (Chinese). Sang, B., & Miao, X. (1990). The revision of trail norm of Peabody picture vocabulary test revised (PPVT-R) in Shanghai proper. Psychological Science, 5, 20–25. (Chinese).
go back to reference Wang, D., & Qian, M. (1997). Combined Raven’s test (second revision in Chinese). Tianjin: Department of Medical Psychology in Tianjin Medical University. Wang, D., & Qian, M. (1997). Combined Raven’s test (second revision in Chinese). Tianjin: Department of Medical Psychology in Tianjin Medical University.
Metagegevens
Titel
The Perceived Social Context Modulates Rule Learning in Autism
Auteurs
Haoyang Lu
Pengli Li
Jing Fang
Li Yi
Publicatiedatum
24-08-2019
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 11/2019
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-019-04174-y