| Title |
Contribution of Theory of Mind, Executive Functioning, and Pragmatics to Socialization Behaviors of Children with High-Functioning Autism
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, October 2017
|
| DOI | 10.1007/s10803-017-3349-0 |
| Pubmed ID | |
| Authors |
Carmen Berenguer, Ana Miranda, Carla Colomer, Inmaculada Baixauli, Belén Roselló |
| Abstract |
Social difficulties are a key aspect of autism, but the intervening factors are still poorly understood. This study had two objectives: to compare the profile of ToM skills, executive functioning (EF), and pragmatic competence (PC) of children with high-functioning autism (HFA) and children with typical development (TD), and analyze their mediator role in social functioning. The participants were 52 children with HFA and 37 children with TD matched on age, intelligence quotient, and expressive vocabulary. Significant differences were found on measures of ToM, both explicit and applied, EF, and PC between children with HFA and TD. Multiple mediation analysis revealed that applied ToM skills and PC mediated the relations between autism symptoms and social functioning. Implications for social cognitive interventions to address these findings are discussed. |
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 % |
|---|---|---|
| Unknown | 1 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 291 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 291 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 44 | 15% |
| Student > Bachelor | 35 | 12% |
| Student > Ph. D. Student | 28 | 10% |
| Student > Doctoral Student | 27 | 9% |
| Researcher | 18 | 6% |
| Other | 35 | 12% |
| Unknown | 104 | 36% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 85 | 29% |
| Neuroscience | 17 | 6% |
| Social Sciences | 15 | 5% |
| Medicine and Dentistry | 11 | 4% |
| Nursing and Health Professions | 10 | 3% |
| Other | 37 | 13% |
| Unknown | 116 | 40% |
Attention Score in Context
This research output has an Altmetric Attention Score of 10. 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 30 January 2019.
All research outputs
#3,566,977
of 25,402,889 outputs
Outputs from Journal of Autism and Developmental Disorders
#1,498
of 5,459 outputs
Outputs of similar age
#63,592
of 335,728 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#47
of 131 outputs
Altmetric has tracked 25,402,889 research outputs across all sources so far. Compared to these this one has done well and is in the 85th percentile: it's in the top 25% of all research outputs ever tracked by Altmetric.
So far Altmetric has tracked 5,459 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.3. This one has gotten more attention than average, scoring higher than 72% of its peers.
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We're also able to compare this research output to 131 others from the same source and published within six weeks on either side of this one. This one has gotten more attention than average, scoring higher than 64% of its contemporaries.