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    Explicit versus implicit social cognition testing in autism spectrum disorder

    Access Status
    Open access via publisher
    Authors
    Callenmark, B.
    Kjellin, L.
    Rönnqvist, L.
    Bolte, Sven
    Date
    2014
    Type
    Journal Article
    
    Metadata
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    Citation
    Callenmark, B. and Kjellin, L. and Rönnqvist, L. and Bolte, S. 2014. Explicit versus implicit social cognition testing in autism spectrum disorder. Autism. 18 (6): pp. 684-693.
    Source Title
    Autism
    DOI
    10.1177/1362361313492393
    ISSN
    1362-3613
    URI
    http://hdl.handle.net/20.500.11937/63368
    Collection
    • Curtin Research Publications
    Abstract

    Although autism spectrum disorder is defined by reciprocal social-communication impairments, several studies have found no evidence for altered social cognition test performance. This study examined explicit (i.e. prompted) and implicit (i.e. spontaneous) variants of social cognition testing in autism spectrum disorder. A sample of 19 adolescents with autism spectrum disorder and 19 carefully matched typically developing controls completed the Dewey Story Test. 'Explicit' (multiple-choice answering format) and 'implicit' (free interview) measures of social cognition were obtained. Autism spectrum disorder participants did not differ from controls regarding explicit social cognition performance. However, the autism spectrum disorder group performed more poorly than controls on implicit social cognition performance in terms of spontaneous perspective taking and social awareness. Findings suggest that social cognition alterations in autism spectrum disorder are primarily implicit in nature and that an apparent absence of social cognition difficulties on certain tests using rather explicit testing formats does not necessarily mean social cognition typicality in autism spectrum disorder.

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