| Title |
Neural Correlates of Reflection on Present and Past Selves in Autism Spectrum Disorder
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, June 2018
|
| DOI | 10.1007/s10803-018-3621-y |
| Pubmed ID | |
| Authors |
Hanna B. Cygan, Artur Marchewka, Ilona Kotlewska, Anna Nowicka |
| Abstract |
Previous studies indicate that autobiographical memory is impaired in individuals with autism spectrum disorder (ASD). Successful recollection of information referring to one's own person requires the intact ability to re-activate representation of the past self. In the current fMRI study we investigated process of conscious reflection on the present self, the past self, and a close-other in the ASD and typically developing groups. Significant inter-group differences were found in the Past-Self condition. In individuals with ASD, reflection on the past self was associated with additional engagement of the posterior cingulate and posterior temporal structures. We hypothesize that this enhanced activation of widely distributed neural network reflects substantial difficulties in processes of reflection on one's own person in the past. |
X Demographics
The data shown below were collected from the profiles of 6 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Germany | 1 | 17% |
| Poland | 1 | 17% |
| Canada | 1 | 17% |
| United Kingdom | 1 | 17% |
| Unknown | 2 | 33% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Scientists | 3 | 50% |
| Members of the public | 3 | 50% |
Mendeley readers
The data shown below were compiled from readership statistics for 60 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 60 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 9 | 15% |
| Student > Master | 9 | 15% |
| Researcher | 6 | 10% |
| Student > Bachelor | 5 | 8% |
| Student > Doctoral Student | 3 | 5% |
| Other | 9 | 15% |
| Unknown | 19 | 32% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 18 | 30% |
| Neuroscience | 10 | 17% |
| Medicine and Dentistry | 3 | 5% |
| Social Sciences | 2 | 3% |
| Linguistics | 1 | 2% |
| Other | 5 | 8% |
| Unknown | 21 | 35% |
Attention Score in Context
This research output has an Altmetric Attention Score of 4. 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 13 July 2022.
All research outputs
#7,745,383
of 24,071,812 outputs
Outputs from Journal of Autism and Developmental Disorders
#2,805
of 5,296 outputs
Outputs of similar age
#128,529
of 333,808 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#59
of 97 outputs
Altmetric has tracked 24,071,812 research outputs across all sources so far. This one has received more attention than most of these and is in the 67th percentile.
So far Altmetric has tracked 5,296 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.3. This one is in the 46th percentile – i.e., 46% 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 333,808 tracked outputs that were published within six weeks on either side of this one in any source. This one has gotten more attention than average, scoring higher than 60% of its contemporaries.
We're also able to compare this research output to 97 others from the same source and published within six weeks on either side of this one. This one is in the 40th percentile – i.e., 40% of its contemporaries scored the same or lower than it.