Brief Report: Development of the Adolescent Empathy and Systemizing Quotients

Autor/inn/en	Auyeung, Bonnie; Allison, Carrie; Wheelwright, Sally; Baron-Cohen, Simon
Titel	Brief Report: Development of the Adolescent Empathy and Systemizing Quotients
Quelle	In: Journal of Autism and Developmental Disorders, 42 (2012) 10, S.2225-2235 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-012-1454-7
Schlagwörter	Adolescents; Autism; Longitudinal Studies; Males; Test Construction; Empathy; Psychometrics; Gender Differences; Females; Pervasive Developmental Disorders; Cognitive Processes; Child Behavior + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Autismus; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Male; Männliches Geschlecht; Testaufbau; Empathie; Psychometry; Psychometrie; Geschlechterkonflikt; Weibliches Geschlecht; Cognitive process; Kognitiver Prozess
Abstract	Adolescent versions of the Empathy Quotient (EQ) and Systemizing Quotient (SQ) were developed and administered to n = 1,030 parents of typically developing adolescents, aged 12-16 years. Both measures showed good test-retest reliability and high internal consistency. Girls scored significantly higher on the EQ, and boys scored significantly higher on the SQ. A sample of adolescents with Autism Spectrum Conditions (ASC) (n = 213) scored significantly lower on the EQ, and significantly higher on the SQ, compared to typical boys. Similar patterns of sex differences and cognitive brain types are observed in children, adolescents and adults, suggesting from cross-sectional studies that the behaviours measured by age-appropriate versions of the EQ and SQ are stable across time. Longitudinal studies would be useful to test this stability in the future. Finally, relative to typical sex differences, individuals with ASC, regardless of age, on average exhibit a "hyper-masculinized" profile. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10