Autism and Faux Pas. Influences of Presentation Modality and Working Memory
View/ Open
Metadata
Show full item recordcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/8034
comunitat-uji-handle3:10234/8637
comunitat-uji-handle4:
INVESTIGACIONMetadata
Title
Autism and Faux Pas. Influences of Presentation Modality and Working MemoryDate
2019-04-01Publisher
Cambridge University PressISSN
1138-7416; 1988-2904Bibliographic citation
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. 22Type
info:eu-repo/semantics/articleVersion
info:eu-repo/semantics/acceptedVersionSubject
Abstract
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. [-]
Is part of
The Spanish journal of psychology, 2019, vol. 22Investigation project
This work was supported by studentship from Generalitat Valenciana (Val i+D).Rights
http://rightsstatements.org/vocab/CNE/1.0/
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess
This item appears in the folowing collection(s)
- PSI_Articles [597]