Brief Report: A Comparison of the Preference for Viewing Social and Non-Social Movies in Typical and Autistic Adolescents

Autor/inn/en	Dubey, Indu; Ropar, Danielle; de C. Hamilton, Antonia F.
Titel	Brief Report: A Comparison of the Preference for Viewing Social and Non-Social Movies in Typical and Autistic Adolescents
Quelle	In: Journal of Autism and Developmental Disorders, 47 (2017) 2, S.514-519 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-016-2974-3
Schlagwörter	Autism; Pervasive Developmental Disorders; Adolescents; Comparative Analysis; Interpersonal Relationship; Visual Stimuli; Nonverbal Communication; Motivation; Preferences; Developmental Stages; Age Differences; Regression (Statistics) + Suchen Sie Ihr Suchwort? Autismus; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Non-verbal communication; Nonverbale Kommunikation; psychologische; Motivation (psychologisch); Age; Difference; Age difference; Altersunterschied; Regression; Regressionsanalyse
Abstract	The recently proposed Social Motivation theory (Chevallier et al., Trends in cognitive sciences 16(4):231-239, 2012) suggests that social difficulties in Autism Spectrum Condition (ASC) might be caused by a difference in the motivation to engage with other people. Here we compared adolescents with (N = 31) and without (N = 37) ASC on the Choose-a-Movie paradigm that measures the social seeking. The results showed a preference for viewing objects over smiling faces in ASC, which is in line with the theory of low social motivation. However, typical adolescents did not show any stimuli preferences, raising questions about developmental changes in social motivation. Age was found to play a significant role in moderating the choice behaviour of the participants. We discuss the implications of these findings in detail. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01