Dev Lecture 3 ToM autism Mindlind

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  • Created by: freya_bc
  • Created on: 10-02-18 14:40
Kenny et al. 2016)
‘autistic people/person’ is preferred by people on the spectrum, and ‘person with autism’ is preferred by professionals
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Kanner (1943)
cardinal features: Autistic aloneness intolerance to change anx when it does take place Obsessive insistence on sameness
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Wing & Gould (1979)
triad fo impairments socialisation, comm, imagination (repetitive behaviour/interests) delay or atypical functioning in at least one with onset prior to 3yo
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Gillberg & Billstedt, 2000)
High co-occurrence with other difficulties
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Lever and Geurts, 2016
79% meet criteria for at least 1 psychiatric condition . dep and anx common and OCD bipolar and AN
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Baron-Cohen et al, (1985)
Sally Anne task - 85% typical passed, 86% downs, only 20% ASD
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Klin, (2000)
recent reconceptualisation of ToM to enactive mind hypothesis- Heider task anthropromorphism HFA and AS described in geometric terms rather than social meaning
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de Gelder (1987)
Why should people with autism attribute mental states to dolls? If they already struggle with imagination and use dolls as active agents Why test understanding with a game that involves make-believe when children with autism are known to be weak at
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Leslie and Frith, (1988)
coin hiding in mugs tasks- so dont need that understanding of pretend place
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Perner et al., (1989)
deceptive box test- smarties - converging evidence: problems with acknowledging beliefs (including own)
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Mitchell and Isaac, (1994)
message desire task of bags of wool switched and getting the one we know the woman means
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Mitchell et al., (1997)
analysis of message desire task- pp asked to judge which item mum wants (interpret) and where she put it (memory)- ASD more errors in interp desire than memory-ASD incorrect interp utterances literally suggesting difficulty with non-lit interp
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Leslie, (1987)
Link between cognitive impairment and lack of pretend play
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Happe (1994/5)
some ASD do pass ToM/FB tests -Relationship between child’s verbal mental age and passing FB tasks Verbal mental age of 12 able to pass compared to 4yrs in typically developing children
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Sparrevohn & Howie (1995)
ASD with higher verbal mental age more likely to succeed
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Baron-Cohen modified ToM
where will John look for Mary? second order FB - not where John thinks the ice-cream van is, but where John thinks Mary thinks the ice-cream van is ASD often pass first order but not second
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...
Baron-Cohen: 90% of typically developing children pass at age 7.5 60% of Down pass, but none of ASD (verbal mean age 12) Do not have a fully representational ToM!
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Bowler (1992)
aspergers pass 2nd order, 73% AS young adults passed
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Minter, Hobson & Bishop, 1998
Children with visual impairment showed difficulty with false belief
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(Woolfe, Want & Siegal, 2002)
Children with hearing impairment have development delay in acknowledging false belief (
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Sally Ozonoff et al 1991
executive control theory of social and non-social symptoms repetitive behaviour planning, impulse control, inhib of prepotent but irrel responses, set maintenance, organised search, flexibility of search and action
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Tower of Hanoi
Tower of Hanoi: Acted impulsively, could not plan several moves ahead, shifted all loops directly, etc
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Wisconsin Card sort
Unable to shift attentional focus, persevered to sort by established system
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ToM tests
many passed 1st order some second
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Russell et al., (1991)
Children
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...
empty box to get reward
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Sodian and Frith (1992
The task is about deception (ToM) and sabotage (ability to withhold information) - ASD kids have no problem with latter - thus they do not act impulsively (e.g., inability to inhibit a pre-potent response aka not being able to withhold salient knowl
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Welsh et al, 1990
Children with PKU show ED, but are not ASD not unique
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Griffith, et al. 1999; Dawson, et al. 2002)
not universal -no evidence for Executive Dysfunction in autistic pre-school children
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Frith, 2003
WCC Do not automatically process contextual meaning or use prior knowledge A bias towards piecemeal or local (over global) processing. At expense of the whole- struggle to put them together meaningfully Strong local coherence
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Milbrath & Siegel, 1996
Although it has been suggested that individuals with autism are less inclined to conceptually analyse visual material but savant drawings and good at hidden figures task
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Snowling and Frith,1986
lang proc- Those with autism fail to use context when processing ambiguous homographs. (e.g. The actor took a bow.) most commonly used word rather than one that made sense in context
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(Shah & Frith 1983)
Embedded figures test and block design- islets of ability ASD signif faster than matched controls
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Pring et al (1995):
Individuals with autism were as fast at solving a jigsaw upside-down as right-way-up
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Happe (1996)
reduced susceptibility to visual illusions, but see… -Ropar & Mitchell (2001)
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Mottron et al. (1993)
Reduced global precedence in Navon task but see…. Plaisted
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Norbury et al. (2002)
Children with pragmatic language impairment (PLI) also have problems with processing context
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Mottron & Burack, 2001; Mottron et al., 2006)
Enhanced Perceptual functioning
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Loth, Gómez, & Happé, 2010; Mitchell, Mottron, Soulières, & Ropar, 2010; Ropar and Mitchell, 2002)
Reduced top-down processing
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Happe& Ronald 2008
“Fractionation of the triad”
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Happe et al., (2006), Happe and Ronald, (2008)
is autism actually unitary maybe a mixture of conditions- each component may have different cause
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Williams et al., 2001
Mirror neuron theory – brain level explanation, not well supported
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Chevallier et al. 2012
Social motivation theory – not cognitive but motivational/reward deficit
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Baron Cohen et al
extreme male brain disorder
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Card 2

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Kanner (1943)

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cardinal features: Autistic aloneness intolerance to change anx when it does take place Obsessive insistence on sameness

Card 3

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Wing & Gould (1979)

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Card 4

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Gillberg & Billstedt, 2000)

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Preview of the front of card 4

Card 5

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Lever and Geurts, 2016

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