Autism and Faux Pas. Influences of Presentation Modality and Working Memory
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Título
Autism and Faux Pas. Influences of Presentation Modality and Working MemoryFecha de publicación
2019-04-01Editor
Cambridge University PressISSN
1138-7416; 1988-2904Cita bibliográfica
Garcia-Molina, Irene; Clemente-Estevan, Rosa Ana. "Autism and Faux Pas. Influences of Presentation Modality and Working Memory." The Spanish journal of psychology, 2019, vol. 22Tipo de documento
info:eu-repo/semantics/articleVersión
info:eu-repo/semantics/acceptedVersionPalabras clave / Materias
Resumen
People diagnosed with an autism spectrum disorder (ASD) often have
difficulties on Theory of Mind (ToM) tasks involving social situations, such as ‘faux
pas’. The objective of this study was to find the modality of ... [+]
People diagnosed with an autism spectrum disorder (ASD) often have
difficulties on Theory of Mind (ToM) tasks involving social situations, such as ‘faux
pas’. The objective of this study was to find the modality of presentation (visual, verbal,
or mixed) that yields the best understanding of a ‘faux pas’, and the possible influence
of other variables, including intelligence (IQ), age, and working memory. Thirty autistic
children and 30 neurotypical children, all aged 7 to 12 years old and comparable in age
and IQ, participated in this study. They were asked to resolve nine ‘faux pas’ stories
(three per modality). Significant between-groups differences were found in the visual (t
= 2.99, p = .004) and verbal modalities (t = 2.64, p = .011), such that the neurotypical
(NT) group had higher scores than the ASD group. The ASD group’s comprehension
was better via the mixed modality than the verbal modality (t = 2.48, p = .019). In
addition, working memory had a bigger impact on Faux Pas understanding in cases of
autism than in typical development (R2 explained between .19 and .28 of variance in
Faux Pas test outcomes), and could therefore explain some of the difficulties previously
reported in this area. Future research should include a measure of working memory and
a control among the stimuli presented to test for group differences in faux pas
understanding. [-]
Publicado en
The Spanish journal of psychology, 2019, vol. 22Proyecto de investigación
This work was supported by studentship from Generalitat Valenciana (Val i+D).Derechos de acceso
http://rightsstatements.org/vocab/CNE/1.0/
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess
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