| Title |
Measuring Individual Differences in Cognitive, Affective, and Spontaneous Theory of Mind Among School-Aged Children with Autism Spectrum Disorder
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, July 2018
|
| DOI | 10.1007/s10803-018-3663-1 |
| Pubmed ID | |
| Authors |
Melody Altschuler, Georgios Sideridis, Shashwat Kala, Megan Warshawsky, Rachel Gilbert, Devon Carroll, Rebecca Burger-Caplan, Susan Faja |
| Abstract |
The present study examined individual differences in theory of mind (ToM) among a group of 60 children (7-11 years-old) with autism spectrum disorder (ASD) and average intelligence. Using open-ended and structured tasks to measure affective ToM, cognitive ToM, and spontaneous social attribution, we explored the nature of ToM and assessed whether ToM predicts the phenotypic heterogeneity in ASD through structural equation modeling. Affective ToM uniquely predicted social symptom severity, whereas no ToM types predicted parent reported social functioning. Our findings suggest that differentiating among theoretical components is crucial for future ToM research in ASD, and ToM challenges related to reasoning about others' emotions may be particularly useful in distinguishing children with worse social symptoms of ASD. |
X Demographics
The data shown below were collected from the profiles of 2 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United Kingdom | 1 | 50% |
| United States | 1 | 50% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 2 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 170 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 170 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 35 | 21% |
| Student > Ph. D. Student | 26 | 15% |
| Student > Bachelor | 13 | 8% |
| Student > Postgraduate | 11 | 6% |
| Student > Doctoral Student | 9 | 5% |
| Other | 23 | 14% |
| Unknown | 53 | 31% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 64 | 38% |
| Social Sciences | 7 | 4% |
| Linguistics | 6 | 4% |
| Nursing and Health Professions | 6 | 4% |
| Neuroscience | 5 | 3% |
| Other | 22 | 13% |
| Unknown | 60 | 35% |
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 11 October 2018.
All research outputs
#18,716,597
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#4,253
of 5,240 outputs
Outputs of similar age
#242,090
of 331,070 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#69
of 84 outputs
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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 14th percentile – i.e., 14% of its peers scored the same or lower than it.
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