Relationship Between Theory of Mind, Emotion Recognition, and Social Synchrony in Adolescents With and Without Autism
Authors
Fitzpatrick, PaulaFrazier, Jean A.
Cochran, David E.
Mitchell, Teresa V.
Coleman, Caitlin
Schmidt, R. C.
UMass Chan Affiliations
Department of PsychiatryDocument Type
Journal ArticlePublication Date
2018-07-31Keywords
autismemotion recognition
social motor skill
social synchrony
theory of mind
Mental and Social Health
Mental Disorders
Psychiatry
Psychiatry and Psychology
Psychology
Social Psychology and Interaction
Metadata
Show full item recordAbstract
Difficulty in social communication and interaction is a primary diagnostic feature of ASD. Research has found that adolescents with ASD display various impairments in social behavior such as theory of mind (ToM), emotion recognition, and social synchrony. However, not much is known about the relationships among these dimensions of social behavior. Adolescents with and without ASD participated in the study. ToM ability was measured by viewing social animations of geometric shapes, recognition of facial emotions was measured by viewing pictures of faces, and synchrony ability was measured with a spontaneously arising interpersonal movement task completed with a caregiver and an intentional interpersonal task. Attention and social responsiveness were measured using parent reports. We then examined the relationship between ToM, emotion recognition, clinical measures of attention and social responsiveness, and social synchronization that arises either spontaneously or intentionally. Results indicate that spontaneous synchrony was related to ToM and intentional synchrony was related to clinical measures of attention and social responsiveness. Facial emotion recognition was not related to either ToM or social synchrony. Our findings highlight the importance of biological motion perception and production and attention for more fully understanding the social behavior characteristic of ASD. The findings suggest that the processes underlying difficulties in spontaneous synchrony in ASD are different than the processes underlying difficulties in intentional synchronization.Source
Front Psychol. 2018 Jul 31;9:1337. doi: 10.3389/fpsyg.2018.01337. eCollection 2018. Link to article on publisher's site
DOI
10.3389/fpsyg.2018.01337Permanent Link to this Item
http://hdl.handle.net/20.500.14038/40738PubMed ID
30108541Related Resources
Rights
Copyright © 2018 Fitzpatrick, Frazier, Cochran, Mitchell, Coleman and Schmidt. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.Distribution License
http://creativecommons.org/licenses/by/4.0/ae974a485f413a2113503eed53cd6c53
10.3389/fpsyg.2018.01337
Scopus Count
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Except where otherwise noted, this item's license is described as Copyright © 2018 Fitzpatrick, Frazier, Cochran, Mitchell, Coleman and Schmidt. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
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