Moral reasoning in autistic individuals: a theoretical review / El razonamiento moral en personas con Trastorno del Espectro Autista: una revisión teórica

Abstract

Individuals diagnosed with an Autism Spectrum Disorder (ASD) often find it difficult to attribute mental states to others and to understand their own and others’ behaviour (Theory of Mind, [ToM]/social cognition). These difficulties can affect their moral judgements. The present article focuses on evidence on moral reasoning and ToM, with the aim of analysing theoretical and review research into autism. The weight intention has in moral reasoning and the causal relation between mental states, actions and outcomes is an essential part of this study. Evidence in the field of autism reports how autistic people would not be able to make moral judgements based on the agent’s intention. Instead, they would reason based on the outcomes of the action. For example, this can be translated into misunderstandings, malicious judgements or ‘over-blaming’ in accidental situations (ambiguous valences). These impairments can confirm the association between ToM and moral reasoning.     

Behavioral Skills Training With Teachers: Booster Training for Improved Maintenance

Behavioral skills training (BST) has been employed within many different populations for the reduction of problem behaviors and acquisition of new skills; however, these changes have not always maintained over time. This study evaluated the effects of a booster training for re-establishing the classroom management proficiencies that teachers had acquired previously, but had declined over a 12-month period. The single-subject experimental results showed the booster training to be effective in re-establishing teacher performance of skills as measured by both analogue role-play and in situ postassessments within the classroom. These findings suggest that a booster training utilizing BST may be an important strategy for maintaining skill performance over time.     

Teacher-instigated in-school interpersonal violence: Types and prevalence in South African public schools

The study examined types and prevalence of interpersonal violence in South African schools. Data on in-school interpersonal violence by the South African Council of Teachers (SACE) were analysed. The sample consisted of 1 184 teachers (rural = 32.6%, urban = 59.8%, peri-urban = 7.6%). Following logistic regression analyses, results indicated male teachers were the majority offenders. Furthermore, results showed that female teachers and learners were over nine times more likely to be victims of all types of violence, as compared to males. Findings support a social role theory perspective of gendered aggression in which males are likely to resort to physical violence, while females may engage in verbal violence.     

Perceptions of Child Abuse by Teacher Trainees in Zimbabwean Schools

This study is a part of a larger study that examined the epidemiology and aetiology of child abuse by teachers in Zimbabwean primary schools. The purpose of the study was to determine teacher trainees' conception of sexual abuse of pupils by teachers within the school context, the forms of sexual abuse perpetrated on pupils by teachers in Zimbabwean schools, and the aetiology of sexual abuse of pupils by teachers in Zimbabwean schools. One hundred and fifty (75 male, 75 female) teacher trainees from three colleges of education, located in the same province, participated in the study. Participants indicated that sexual abuse of pupils within the school context involves having sexual intercourse with pupils; having love affairs with pupils; impregnating pupils by teachers; and fondling pupils' breasts, buttocks, and private parts. Results suggested that pupils are vulnerable to sexual abuse by teachers in Zimbabwean schools.     

Inferring social attributes from different face regions: Evidence for holistic processing

Two experiments investigated the role that different face regions play in a variety of social judgements that are commonly made from facial appearance (sex, age, distinctiveness, attractiveness, approachability, trustworthiness, and intelligence). These judgements lie along a continuum from those with a clear physical basis and high consequent accuracy (sex, age) to judgements that can achieve a degree of consensus between observers despite having little known validity (intelligence, trustworthiness). Results from Experiment 1 indicated that the face's internal features (eyes, nose, and mouth) provide information that is more useful for social inferences than the external features (hair, face shape, ears, and chin), especially when judging traits such as approachability and trustworthiness. Experiment 2 investigated how judgement agreement was affected when the upper head, eye, nose, or mouth regions were presented in isolation or when these regions were obscured. A different pattern of results emerged for different characteristics, indicating that different types of facial information are used in the various judgements. Moreover, the informativeness of a particular region/feature depends on whether it is presented alone or in the context of the whole face. These findings provide evidence for the importance of holistic processing in making social attributions from facial appearance.     

Positive and negative mediation as a function of whether the absent cue was previously associated with the outcome

After presenting two cues, A and B, together, later pairings of one of the cues alone with an outcome can generate changes in the associative value of the absent cue. These changes can be in the same direction as the present cue (i.e., positive mediation) or in the opposite direction to the present cue (i.e., negative mediation). We found both mediational effects in a human contingency task. In addition, we found that the direction of the change was determined by the existence of a prior association between the absent cue and the outcome. When a prior association exists, the absent cue tends to change its value in the opposite direction to the present cue, whereas when there is no prior association, the absent cue tends to change its value in the same direction as the present cue. Recent associative models (Stout & Miller, 2007 Stout, S. C. and Miller, R. R. 2007. Sometimes-competing retrieval (SOCR): A formalization of the comparator hypothesis. Psychological Review, 114: 759–783.  [Google Scholar]) can explain our results.     

What constrains grammatical gender effects on semantic judgements? Evidence from Portuguese

Four studies investigated whether grammatical gender biases the semantic judgements of Portuguese speakers, relative to speakers of English. Some research reports that grammatical gender has a pervasive influence on speakers' cognitive representations (e.g., Boroditsky, Schmidt, & Philips, 2003; Sera, Elieff, Forbes, Burch, & Rodriguez, 2002). Others argue that effects of grammar arise through linguistic processing (e.g., Vigliocco, Vinson, Paganelli, & Dworzynski, 2005) and are restricted to animate categories for which gender is a pertinent feature. The present results found effects of gender in Portuguese speakers' judgements of inanimate objects, but only when gender was task relevant and/or when the stimuli were words, rather than pictures. These findings support the view that gender effects on cognitive judgements arise as a function of linguistic processing and/or task demands, rather than directly influencing conceptual or semantic representations.     

Learning to Teach: The Acquisition and Maintenance of Teaching Skills

We reviewed 49 studies which used direct observation procedures to provide data on the effects of pre-service and inservice training in practical classroom teaching behaviors and skills. We found stronger effects for training packages which included classroom practice with performance feedback. The research provided conflicting evidence regarding the value of modeling, role-play, cueing systems, and contingency management components in practical skills training. The weakest training effects were those produced by microteaching, Minicourse, and protocol training packages. Twenty of the evaluations also provided follow-up data but the design of these studies did not permit any conclusions to be drawn regarding the training conditions which are necessary for the maintenance of newly acquired classroom teaching skills. We concluded that identification of the training conditions which are necessary for the maintenance of new teaching skills will require more thoughtful conceptualizations of maintenance and its measurement, and more carefully designed component analyses of those factors suggested by basic research as being necessary for maintenance.     

DIFFERENTIAL REINFORCEMENT OF OTHER BEHAVIOR AND NONCONTINGENT REINFORCEMENT AS CONTROL PROCEDURES DURING THE MODIFICATION OF A PRESCHOOLER'S COMPLIANCE1

Differential reinforcement of other behavior (DRO) and noncontingent reinforcement were compared as control procedures during the modification of a 3-yr-old preschooler's compliance. The recorded reinforcer was teacher proximity (within 3 ft (0.9 m) of the subject for at least 5 sec) which was often accompanied by positive verbal comments that varied in content across experimental conditions. The verbal content during contingent reinforcement might have been: “Thank you for picking up the blocks”; during noncontingent reinforcement: “You're wearing a pretty dress”; and during DRO: “I don't blame you for not picking up because it isn't any fun”. Contingent reinforcement increased compliance in all manipulation conditions. Noncontingent reinforcement decreased compliance during two reversal conditions. However, the behavior was variable and did not decrease to the low levels reached during the two DRO reversals.