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211.
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 naïve 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. 相似文献
212.
Two subjects diagnosed with autism spectrum disorder and related disabilities who engaged in hand‐clapping maintained by automatic reinforcement participated in this study. We conducted a sensory analysis to evaluate matched stimuli that functioned as an abolishing operation or extinction for different sources of sensory reinforcement. Finally, we implemented noncontingent reinforcement (NCR) using the stimuli found to compete in the assessment to reduce the target behavior, and we thinned item availability. Results showed a decrease in hand‐clapping, and hand‐clapping remained low when we thinned the schedule of reinforcement. This research further elucidates how NCR can treat problem behavior maintained by automatic reinforcement. 相似文献
213.
People with an autism spectrum disorder (ASD) might experience difficulties while driving, for instance, related to hazard perception. These difficulties may be related to cognitive issues (internal) such as attention-shifting, sequential performance, and multitasking. Possibly related to these issues, some people with ASD experience stress and anxiety while driving. Among other reasons, stress could relate to the roadway environment and infrastructure design, e.g., sensory overload due to lighting conditions. Yet, the relationship between roadway environment and infrastructure and driving experiences of people with ASD is somewhat overlooked in previous research. This study aimed to (1) explore how people with ASD experience roadway environment/infrastructure while driving (2) identify coping strategies to deal with interfering elements related to roadway environment/infrastructure. There were twelve participants (mean age: 34.8, of which 66.7% were female), semi-structured interviews to examine the appraisal of roadway environment and infrastructure. The interviews were analyzed based on a phenomenological hermeneutical approach. Each participant reported both positive (e.g., environment and infrastructure can be supporting, enhance predictability) and negative appraisals (e.g., stress, anxiety) to roadway environment/infrastructure. Various elements such as light, noise, and, being rushed caused additional pressure on (1) the driving performance (e.g., driving too slowly, not noticing important elements), (2) traffic analyzing skills (e.g., difficulties in overseeing new situations), (3) and the efficient application of traffic rules. The participants described different coping mechanisms to deal with the influence of interfering elements; for example, alternative transport means or adjusting behavior (e.g., switch off radio, early departure). This demonstrates that besides internal factors such as attention, external factors like roadway environment and infrastructure can also influence the driving experience of ASD drivers, potentially leading to driving-related stress and anxiety. Policymakers could consider the current findings when designing new guidelines and roadway environment and infrastructure design principles. 相似文献
214.
Stephanie Gerow Supriya Radhakrishnan Tonya N. Davis Jacqueline Zambrano Suzannah Avery David W. Cosottile Emily Exline 《Journal of applied behavior analysis》2021,54(1):54-69
We evaluated the use of parent‐implemented brief functional analyses in the home with coaching delivered via telehealth. Parents of 7 children with autism conducted functional analyses of their child's challenging behavior. For 4 participants, the brief functional analysis provided information regarding the function of the child's challenging behavior. A full functional analysis indicated a social function for 1 participant. The brief functional analysis yielded false positive results and subsequent assessment indicated an automatic function for another participant. The final participant did not engage in sufficient rates of challenging behavior to provide information regarding the function of the child's challenging behavior. Treatment evaluations occurred with 4 participants; these evaluations provided support for the results of the functional analysis. Together with previous research, the results indicate that parent‐implemented brief functional analyses, followed by additional assessment as needed, may be an effective method for assessing and treating challenging behavior via telehealth. 相似文献
215.
People accept conclusions of valid conditional inferences (e.g., if p then q, p therefore q) less, the more disablers (circumstances that prevent q to happen although p is true) exist. We investigated whether rules that through their phrasing exclude disablers evoke higher acceptance ratings than rules that do not exclude disablers. In three experiments we re-phrased content-rich conditionals from the literature as either universal or existential rules and embedded these rules in Modus Ponens and Modus Tollens inferences. In Experiments 2 and 3, we also used abstract rules. The acceptance of conclusions increased when the rule was phrased with “all” instead of “some” and the number of disablers had a higher impact on existential rules than on universal rules. Further, the effect of quantifier was more pronounced for abstract rules and when tested within subjects. We discuss the relevance of phrasing, quantifiers and knowledge on reasoning. 相似文献
216.
Tina K. Dass April N. Kisamore Jason C. Vladescu Kenneth F. Reeve Sharon A. Reeve Catherine Taylor‐Santa 《Journal of applied behavior analysis》2018,51(3):538-552
Research on tact acquisition by children with autism spectrum disorder (ASD) has often focused on teaching participants to tact visual stimuli. It is important to evaluate procedures for teaching tacts of nonvisual stimuli (e.g., olfactory, tactile). The purpose of the current study was to extend the literature on secondary target instruction and tact training by evaluating the effects of a discrete‐trial instruction procedure involving (a) echoic prompts, a constant prompt delay, and error correction for primary targets; (b) inclusion of secondary target stimuli in the consequent portion of learning trials; and (c) multiple exemplar training on the acquisition of item tacts of olfactory stimuli, emergence of category tacts of olfactory stimuli, generalization of category tacts, and emergence of category matching, with three children diagnosed with ASD. Results showed that all participants learned the item and category tacts following teaching, participants demonstrated generalization across category tacts, and category matching emerged for all participants. 相似文献
217.
Domenico Di Ceglie 《Journal of Child Psychotherapy》2018,44(1):5-28
AbstractOver the years I have found a number of metaphors which have helped me to deal with particular dynamics in therapeutic work or with group and institutional conflicts involving the Gender Identity Development Service at the Tavistock Centre. This nationwide service, which is for young people with atypical gender identity development and their families, was established in 1989. In this paper I describe some of these metaphors in relation to the particular problems or conflicts which had stimulated their appearance in my mind. The emergence of these metaphors links the vicissitudes of atypical gender identity development to issues regarding symbolisation or symbolic thinking. Metaphors such as ‘working at the edge’ or ‘navigating between Scylla and Charybdis’ allow the professional to hold on to multiple perspectives and to maintain a certain degree of ambiguity in situations in which the interpersonal dynamics can be experienced as rigid and deterministic. The emergence of metaphors can then be perceived by the professional with a sense of relief and freedom of thinking. In this paper, metaphors are linked to: the model of care developed; the therapeutic stance; and the aims, risks and pressures experienced by the professional in this area of work. The association between gender dysphoria in some young people and autistic spectrum features is explored. The paper emphasises the importance of responding flexibly to individual differences and of recognising complexity. 相似文献
218.
We report three experiments investigating whether people's judgments about causal relationships are sensitive to the robustness or stability of such relationships across a range of background circumstances. In Experiment 1, we demonstrate that people are more willing to endorse causal and explanatory claims based on stable (as opposed to unstable) relationships, even when the overall causal strength of the relationship is held constant. In Experiment 2, we show that this effect is not driven by a causal generalization's actual scope of application. In Experiment 3, we offer evidence that stable causal relationships may be seen as better guides to action. Collectively, these experiments document a previously underappreciated factor that shapes people's causal reasoning: the stability of the causal relationship. 相似文献
219.
Åsa Wikforss 《Inquiry (Oslo, Norway)》2018,61(7):755-766
In the book Gibbard proposes, first, that statements about meaning are normative statements and, second, that they can be given an expressivist treatment, along the lines of Gibbard’s preferred metaethics. In my paper, I examine the first step: The claim that meaning statements are to be construed as being normative, as involving ‘oughts’. Gibbard distinguishes two versions of the normativity of meaning thesis – a weak version, according to which every means implies an ought, and a strong version, according to which for every means, there is an ought that implies it. I argue that neither thesis withstands scrutiny. The weak thesis depends on assumptions about the notion of semantic correctness that the anti-normativist rejects, and the strong thesis does not solve the problems Gibbard wants it to solve: the problems of indeterminacy and meaning skepticism. I conclude that semantics does not need normativity. 相似文献
220.
Object sharing abilities of infants at risk for autism (AR infants) and typically developing (TD) infants were compared from 9 to 15 months of age. Specifically, we examined the effects of infants’ locomotor abilities on their object sharing skills. 16 TD infants and 16 AR infants were observed during an “object sharing” paradigm at crawling and walking ages. Overall, AR walking infants demonstrated lower rates of object sharing with caregivers compared to TD walking infants. Specifically, AR walking infants had lower rates of giving and approaches toward caregivers compared to TD walking infants. AR walking infants also had lower step rates toward task-appropriate targets, i.e. caregivers and objects compared to TD walking infants. No group differences in object sharing were observed at crawling ages. Object sharing could be a valuable context for early identification of delays in infants at risk for developing Autism spectrum disorder. 相似文献