Representing Intentions in Self and Other: Studies of Autism and Typical Development

Autor/inn/en	Williams, David; Happe, Francesca
Titel	Representing Intentions in Self and Other: Studies of Autism and Typical Development
Quelle	In: Developmental Science, 13 (2010) 2, S.307-319 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-755X
DOI	10.1111/j.1467-7687.2009.00885.x
Schlagwörter	Autism; Young Children; Comparative Analysis; Intention; Cognitive Development; Cognitive Processes; Developmental Stages; Developmental Psychology; Pervasive Developmental Disorders + Suchen Sie Ihr Suchwort? Autismus; Frühe Kindheit; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Entwicklungspsychologie
Abstract	Two experiments were conducted to explore the extent to which individuals with Autism Spectrum Disorder (ASD), as well as young typically developing (TD) children, are explicitly aware of their own and others' intentions. In Experiment 1, participants with ASD were significantly less likely than age- and ability-matched comparison participants to correctly recognize their own knee-jerk reflex movements as unintentional. Performance on this knee-jerk task was associated with performance on measures of false belief understanding, independent of age and verbal ability, in both participants with ASD and TD children. In Experiment 2, participants with ASD were significantly less able than comparison participants to correctly recognize their own or another person's mistaken actions as unintended, in a "Transparent Intentions" task ( Russell & Hill, 2001; Russell, Hill & Franco, 2001). Performance on aspects of the Transparent Intentions task was associated with performance on measures of false belief understanding, independent of age and verbal ability, in both participants with ASD and TD children. This study suggests that individuals with ASD have a diminished awareness of their own and others' intentions and that this diminution is associated with other impairments in theory of mind. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10