| Title |
Verbal Marking of Affect by Children with Asperger Syndrome and High Functioning Autism during Spontaneous Interactions with Family Members
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, August 2006
|
| DOI | 10.1007/s10803-006-0146-6 |
| Pubmed ID | |
| Authors |
Eve Müller, Adriana Schuler |
| Abstract |
Verbal marking of affect by older children with Asperger Syndrome (AS) and high functioning autism (HFA) during spontaneous interactions is described. Discourse analysis of AS and HFA and typically developing children included frequency of affective utterances, affective initiations, affective labels and affective explanations, attribution of affective responses to self and others, and positive and negative markers of affect. Findings indicate that children with AS and HFA engaged in a higher proportion of affect marking and provided a higher proportion of affective explanations than typically developing children, yet were less likely to initiate affect marking sequences or talk about the affective responses of others. No significant differences were found between groups in terms of the marking of positive and negative affect. |
X Demographics
The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 1 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Practitioners (doctors, other healthcare professionals) | 1 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 86 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 3 | 3% |
| United Kingdom | 2 | 2% |
| Netherlands | 1 | 1% |
| Japan | 1 | 1% |
| Unknown | 79 | 92% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 16 | 19% |
| Student > Bachelor | 11 | 13% |
| Researcher | 10 | 12% |
| Student > Master | 8 | 9% |
| Student > Doctoral Student | 7 | 8% |
| Other | 19 | 22% |
| Unknown | 15 | 17% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 35 | 41% |
| Social Sciences | 7 | 8% |
| Unspecified | 6 | 7% |
| Linguistics | 4 | 5% |
| Nursing and Health Professions | 4 | 5% |
| Other | 14 | 16% |
| Unknown | 16 | 19% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 22 July 2013.
All research outputs
#19,400,321
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#4,464
of 5,240 outputs
Outputs of similar age
#63,238
of 67,419 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#44
of 47 outputs
Altmetric has tracked 23,867,274 research outputs across all sources so far. This one is in the 10th percentile – i.e., 10% of other outputs scored the same or lower than it.
So far Altmetric has tracked 5,240 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.2. This one is in the 10th percentile – i.e., 10% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 67,419 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 3rd percentile – i.e., 3% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 47 others from the same source and published within six weeks on either side of this one. This one is in the 2nd percentile – i.e., 2% of its contemporaries scored the same or lower than it.