Literaturnachweis - Detailanzeige
| Autor/inn/en | Hudson, Matthew; Nijboer, Tanja C. W.; Jellema, Tjeerd |
|---|---|
| Titel | Implicit Social Learning in Relation to Autistic-Like Traits |
| Quelle | In: Journal of Autism and Developmental Disorders, 42 (2012) 12, S.2534-2545 (12 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-3257 |
| DOI | 10.1007/s10803-012-1510-3 |
| Schlagwörter | Socialization; Autism; Symptoms (Individual Disorders); Pervasive Developmental Disorders; Social Development; Observation; Nonverbal Communication; Visual Stimuli; Eye Movements; Cues; Severity (of Disability); Intention |
| Abstract | We investigated if variation in autistic traits in the typically-developed population (using the Autism-spectrum Quotient, AQ) influenced implicit learning of social information. In the learning phase, participants repeatedly observed two identities whose gaze and expression conveyed either a pro- or antisocial disposition. These identities were then employed in a gaze-cueing paradigm. Participants made speeded responses to a peripheral target that was spatially pre-cued by a non-predictive gaze direction. The low AQ group (n = 50) showed a smaller gaze-cueing effect for the antisocial than for the prosocial identity. The high AQ group (n = 48) showed equivalent gaze-cueing for both identities. Others' intentions/dispositions can be learned implicitly and affect subsequent responses to their behavior. This ability is impaired with increasing levels of autistic traits. (Contains 2 figures and 1 footnote.) (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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