Approximating Implicit and Explicit Mentalizing with Two Naturalistic Video-Based Tasks in Typical Development and Autism Spectrum Disorder

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• 作者：Gabriela Rosenblau (1) (2) (3)
  Dorit Kliemann (1) (2) (4) (5)
  Hauke R. Heekeren (1) (2)
  Isabel Dziobek (1) (6)
  
  1. Cluster of Excellence 鈥楲anguages of Emotion鈥? Freie Universit盲t Berlin ; Habelschwerdter Allee 45 ; 14195 ; Berlin ; Germany
  2. Department of Education and Psychology ; Freie Universit盲t Berlin ; Habelschwerdter Allee 45 ; 14195 ; Berlin ; Germany
  3. Center for Translational Developmental Neuroscience ; Yale Child Study Center ; Yale University ; 230 S. Frontage Rd. ; New Haven ; CT ; 06519 ; USA
  4. McGovern Institute for Brain Research at Massachusetts Institute of Technology ; 43 Vassar Str ; Cambridge ; MA ; 02139 ; USA
  5. Department of Neurology ; Massachusetts General Hospital/Harvard Medical School ; 149 Thirteenth Street ; Charlestown ; MA ; 02129 ; USA
  6. Berlin School of Mind and Brain ; Humboldt-Universit盲t zu Berlin ; Unter den Linden 6 ; 10099 ; Berlin ; Germany
  
• 关键词：Autism spectrum disorder ; Cognition ; Mentalizing ; Behavioral assessment ; Implicit
• 刊名：Journal of Autism and Developmental Disorders
• 出版年：2015
• 出版时间：April 2015
• 年：2015
• 卷：45
• 期：4
• 页码：953-965
• 全文大小：576 KB
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• 刊物类别：Behavioral Science
• 刊物主题：Psychology
  Child and School Psychology
  Pediatrics
  
• 出版者：Springer Netherlands
• ISSN：1573-3432

文摘

Individuals with autism spectrum disorder (ASD) have been proposed to show greater impairments in implicit than explicit mentalizing. To test this proposition, we developed two comparable naturalistic tasks for a performance-based approximation of implicit and explicit mentalizing in 28 individuals with ASD and 23 matched typically developed (TD) participants. Although both tasks were sensitive to the social impairments of individuals with ASD, implicit mentalizing was not more dysfunctional than explicit mentalizing. In TD participants, performance on the tasks did not correlate with each other, whereas in individuals with ASD they were highly correlated. These findings suggest that implicit and explicit mentalizing processes are separable in typical development. In contrast, in individuals with ASD implicit and explicit mentalizing processes are similarly impaired and closely linked suggesting a lack of developmental specification of these processes in ASD.