Autism: beyond “theory of mind”

The theory of mind account of autism has been remarkably successful in making specific predictions about the impairments in socialization, imagination and communication shown by people with autism. It cannot, however, explain either the non-triad features of autism, or earlier experimental findings of abnormal assets and deficits on non-social tasks. These unexplained aspects of autism, and the existence of autistic individuals who consistently pass false belief tasks, suggest that it may be necessary to postulate an additional cognitive abnormality. One possible abnormality - weak central coherence - is discussed, and preliminary evidence for this theory is presented.     

Feature selection and classification: A developmental study

Two hundred and thirteen children between the ages of 4 and 16 sorted 30 complex objects freely into groups. These were either schematic faces, schematic imaginary animals, or histoform patterns and were constructed from 9 independently and continuously varying features, each with 10 levels. The three sets were equivalent in terms of underlying numerical structure. A new method of analysis of the groups formed yielded the following direct measures of subjective organization in the sorting of each child: the number of features used in sorting, the accuracy of sorting, and the number of independent dimensions of classification. Both the material and the analysis of sorting were devised on the assumption that only some of the component features of complex objects are used for classification, while others are ignored. Sorting performance differed markedly both with age and with different types of material. The improvement in sorting ability with age, except for the youngest children, could be attributed to an increase in the number of features used rather than an improvement in the accuracy of use. In contrast, the poor sorting of histoform patterns as opposed to faces and animals was due to a low level of sorting accuracy. The basic results on the development of classification confirmed previous studies, and hence suggest that it is valid to consider feature selection as a basic component of classification.     

The Biological Basis of Social Interaction

The fact that brain disorder can impair social interactions in different ways suggests that social competence has multiple components that have foundations in brain systems. The physiological basis of one aspect of social cognition, theory of mind, is just beginning to be understood. Brain-imaging studies suggest that a network of areas linking medial prefrontal and temporal cortex forms the neural substrate of mentalizing, that is, representing one's own and other people's mental states. The medial prefrontal areas are prominent also in tasks that involve self-monitoring, whereas the temporal regions are prominent also in tasks that involve the representation of goals of actions. We speculate that the precursors of mentalizing ability derive from a brain system that evolved for representing agents and actions, and the relationships between them.     

Cumulative Keyword Index for Volumes 93-95

Individuals with autism frequently show impairments in text reading comprehension. This often is attributed to poor ability to draw inferences during reading and to inadequate access to relevant knowledge. The current study tested this hypothesis by measuring the time taken to read the same question, relating to either physical or social world knowledge, when it was either relevant or irrelevant to the bridging inference evoked by a preceding two-sentence vignette. In the study, 16 normally developing adolescents and 16 adolescents with autism were matched on word reading accuracy, chronological age, and vocabulary but differed significantly in text comprehension. A strong priming effect was found, robust over participants and over items; participants read those questions that were relevant to the inference evoked by the vignette faster than they read those questions that were irrelevant, and no interaction with group membership or type of knowledge was found. This indicates that readers with autism, just like controls, were activating appropriate world knowledge primed by implicit inferences while reading the vignettes. Thus, the comprehension problems in these readers cannot be attributed to an inability to make implicit inferences or to draw on relevant world knowledge. Instead, we suggest that these problems must be sought at a higher level of text processing.     

Kinematic cues in perceptual weight judgement and their origins in box lifting

When accepting a parcel from another person, we are able to use information about that person’s movement to estimate in advance the weight of the parcel, that is, to judge its weight from observed action. Perceptual weight judgment provides a powerful method to study our interpretation of other people’s actions, but it is not known what sources of information are used in judging weight. We have manipulated full form videos to obtain precise control of the perceived kinematics of a box lifting action, and use this technique to explore the kinematic cues that affect weight judgment. We find that observers rely most on the duration of the lifting movement to judge weight, and make less use of the durations of the grasp phase, when the box is first gripped, or the place phase, when the box is put down. These findings can be compared to the kinematics of natural box lifting behaviour, where we find that the duration of the grasp component is the best predictor of true box weight. The lack of accord between the optimal cues predicted by the natural behaviour and the cues actually used in the perceptual task has implications for our understanding of action observation in terms of a motor simulation. The differences between perceptual and motor behaviour are evidence against a strong version of the motor simulation hypothesis. A. F. de C. Hamilton and D. W. Joyce have contributed equally to this work.     

Egocentrism, allocentrism, and Asperger syndrome

In this paper, we attempt to make a distinction between egocentrism and allocentrism in social cognition, based on the distinction that is made in visuo-spatial perception. We propose that it makes a difference to mentalizing whether the other person can be understood using an egocentric ("you") or an allocentric ("he/she/they") stance. Within an egocentric stance, the other person is represented in relation to the self. By contrast, within an allocentric stance, the existence or mental state of the other person needs to be represented as independent from the self. We suggest here that people with Asperger syndrome suffer from a disconnection between a strong na?ve egocentric stance and a highly abstract allocentric stance. We argue that the currently used distinction between first-person and third-person perspective-taking is orthogonal to the distinction between an egocentric and an allocentric stance and therefore cannot serve as a critical test of allocentrism.     

Dyadic Anxiety in Youth Sport: The Relationship of Achievement Goals With Anxiety in Young Athletes and Their Parents

The role of achievement motivation on precompetitive anxiety was examined in 73 dyads comprising youth athletes and a parent of each athlete. Participants completed questionnaires assessing achievement goals and anxiety. Actor–partner interdependence models were estimated using Mplus 7.11. Parents’ adoption of performance-approach and performance-avoidance goals predicted athletes’ worry (β_{performance-approach} =.30, p <.01; β_{performance-avoidance} =.25, p <.05). Athletes’ adoption of any goal predicted parents’ concentration disruption (β_{mastery-approach} =.41; β_{mastery-avoidance} =.30, p <.01; β_{performance-approach} =.27; β_{performance-avoidance} =.22, p <.05). Thus, parental definitions of competence held for the child was related to their young athlete's emotional state and vice versa.     

Learning rhythmic hand movements

Twenty-seven subjects tracked targets moving up and down in a straight-line path formed from the sum of three sine waves. There were nine such tracks varying in average frequency and length of repeating subunit. The latter variable had little effect on performance, but low frequency targets were tracked better than high frequency targets. Only the component frequencies present in the tracks were reproduced to any extent in the subjects' performance. For components in different tracks the highest frequencies were reproduced with the lowest amplitude. However, for components within the track the highest frequency component tended to be reproduced with the highest amplitude. In addition the greatest amount of learning appeared in the highest frequency component within a track.     

Scanning for reversed and rotated targets

Children and adults scanned arrays of identical shapes for mirror reversed or 180° rotated targets. The decomposition of scanning time into ‘target identification time’ and ‘context scanning time’ indicated that it takes longer to identify reversed than rotated targets but that it takes equally long in both conditions to scan context. This confirms the notion of a specific difficulty in coding mirror reversed shapes.When the shapes used contained vertical lines, ‘scanning time’ increased while ‘target identification time’ was unaffected. This is probably due to a tendency to fixate lines at right angles to the direction of scan and does not reflect a coding difficulty.