Toma de perspectiva cognitiva en personas con autismo: Un estudio piloto
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dic 30, 2019
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Bernadette Rogé
https://orcid.org/0000-0003-0129-9545
Etienne Mullet
https://orcid.org/0000-0002-1707-3914
https://orcid.org/0000-0003-0129-9545
Etienne Mullet
https://orcid.org/0000-0002-1707-3914
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Resumen
Este estudio piloto comparo la capacidad de toma de perspectiva de 28 personas con autismo con la de 27 personas sin autismo. Los participantes examinaron escenarios realísticos describiendo una persona que quiere comprar un vestido (a) que cuesta más o menos caro y (b) que le va muy bien o le va bien, pero sin más (factores de situación). Además, la persona que compra esta descrita como una persona que compra fácilmente o como una persona frugal (factor de personalidad). Los participantes juzgaron de la probabilidad que la persona vaya, en cada situación, a comprar el vestido. De la misma manera que los participantes sin autismo, los participantes con autismo fueron capaces de tener en cuenta la personalidad del comprador en sus juicios de probabilidad. No obstante, solo los 15 participantes con autismo que presentaban el síndrome de Asperger descrito en el DSM IV fueron, dela misma manera que los participantes sin autismo, capaces de variar el impacto, en sus juicios, de los factores de situación en función de la personalidad del comprador.
Keywords
autism spectrum disorder, asperger’s syndrome, judgment, cognitive perspective taking.trastorno del espectro autista, sindrome de asperger, juicio, toma de perspectiva cognitiva
References
Anderson, N. H. (2008). Unified social cognition. New York, NY: Psychology Press.
Anderson, N. H. (2016). Information Integration Theory: Unified Psychology based on three mathematical laws. Universitas Psychologica, 15(3), 1-7. https://doi.org/10.11144/Javeriana.upsy15-3.iitu
Au-Yeung, S. K., Kaakinen, J. K., and Benson, V. (2014). Cognitive perspective-taking during scene perception in Autism Spectrum Disorder: Evidence from eye movements. Autism Research, 7(1), 84-93. https://doi.org/10.1002/aur.1352
Barnes-Holmes, Y., Barnes-Holmes, D., & McHugh, L. (2004). Teaching derived relational responding to young children. Journal of Early Intensive Behavior Intervention, 1(1), 3-12. https://doi.org/10.1037/h0100275
Baron-Cohen, S., Jolliffe, T., Mortimore, C., & Robertson, M. (1997). Another advanced test of theory of mind: evidence from very high functioning adults with autism or Asperger syndrome. Journal of Child Psychology and Psychiatry, 38, 813-822. https://doi.org/10.1111/j.1469-7610.1997.tb01599.x
Baron-Cohen, S., Tager-Flusberg, F., & Cohen, D. (Eds.). (2000). Understanding other minds: Perspectives from developmental cognitive neuroscience (2nd ed.). Oxford: Oxford University Press.
Bonnin-Scaon, S., Lafon, P., Chasseigne, G., Mullet, E., & Sorum, P. C. (2002). Learning the relationship between smoking, drinking alcohol, and the risk of esophageal cancer. Health Education Research, 17(4), 415-424. https://doi.org/10.1093/her/17.4.415
Carpenter, M., Nagell, K., & Tomasello, M. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63(4), 1-143. https://doi.org/10.2307/1166214
Fruchart, E., Rulence-Paques, P., & Mullet, E. (2007). Ecological validity test of laboratory studies on information integration. Teorie & Modelli, 12(1-2), 281-288.
García Pérez, R. M., Hobson, R. P., & Lee, A. (2008). Narrative role-taking in autism. Journal of Autism and Developmental Disorders, 38, 156-168. https://doi.org/10.1007/s10803-007-0379-z
Gopnik, A., & Astington, J. W. (1988). Children's understanding of representational change and its relation to the understanding of false belief and the appearance-reality distinction. Child Development, 59, 26-37. https://www.jstor.org/stable/1130386
Krahn, T., & Fenton, A. (2009). Autism, empathy and questions of moral agency. Journal for the Theory of Social Behavior, 39(2), 146-166. https://doi.org/10.1111/j.1468-5914.2009.00402.x
LeBlanc, L. A., Coates, A. M., Daneshvar, S., Charlop-Christy, M. H., Morris, C., & Lancaster, B. M. (2003). Using video modeling and reinforcement to teach perspective-taking skills to children with autism. Journal of Applied Behavior Analysis, 36(2), 253-257. https://doi.org/10.1901/jaba.2003.36-253
Levin, I. P., Louviere, J. J., Schepanski, A. A., & Norman, K. L. (1983). External validity of laboratory studies of information integration. Organizational Behavior and Human Performance, 31(2), 173-193. https://doi.org/10.1016/0030-5073(83)90119-8
Liégeois, L. Chasseigne, G., Papin, S., & Mullet, E. (2003). Improving high school students’ understanding of potential difference in simple electric circuits. International Journal of Science Education, 25(9), 1129-1145. https://doi.org/10.1080/0950069022000017324
Ligneau, C., & Mullet, E. (2005). Perpective-taking in adults and elderly people. Journal of Experimental Psychology: Applied, 11(1), 53-60. https://doi.org/10.1037/1076-898X.11.1.53
MacKay, T., Knott, F., & Dunlop, A.-W. (2007). Developing social interaction and understanding in individuals with autism spectrum disorder: A groupwork intervention. Journal of Intellectual and Developmental Disability, 32(4), 279-290. https://doi.org/10.1080/13668250701689280
Meyer, J. A., & Hobson, R. P. (2004). Orientation in relation to self and other: The case of autism. Interaction Studies, 5(2), 221-244. https://doi.org/10.1075/is.5.2.04mey
Morales, G. E., & Rogé, B. (2016). Blame attribution among people with developmental disability. Universitas Psychologica, 15(3), 1-6. https://doi.org/10.11144/Javeriana.upsy15-3.baap
Mullet, E. (2012). Functional learning. In N. Seel (Ed.), Encyclopedia of the science of learning. New York: Springer. https://doi.org/10.1007/978-1-4419-1428-6_323
Perner, J., & Wimmer, H. (1985). "John thinks that Mary thinks that…": Attribution of second-order beliefs by 5- to 10-year-old children. Journal of Experimental Child Psychology, 39, 437–471. https://doi.org/10.1016/0022-0965(85)90051-7
Raven, J., Raven, J. C., & Court, J. H. (2003). Manual for Raven's Progressive Matrices and Vocabulary scales. San Antonio, TX: Harcourt Assessment.
Rogé, B., & Mullet, E. (2011). Blame and forgiveness judgments among children adolescents and adults with autism. Autism, 15(6), 702-712. https://doi.org/10.1177/1362361310394219
Rogé, B., Fombonne, E., Fremolle, J., & Arti, E. (2009). Adaptation française de l’ADOS: Echelle d’observation pour le diagnostic de l’autisme [French adaptation of ADOS : Autism Diagnostic Observation Schedule]. Paris: Hogrefe.
Rogé, B., Fombonne, E., Fremolle, J., & Arti, E. (2010). Adaptation française de l’ADI-R: Entretien pour le diagnostic de l’autisme-Forme révisée [French adaptation of ADIR-R: Autism Diagnostic Interview-Revised]. Paris: Hogrefe.
Rogers, K., Dziobek, I., Hassenstab, J., Wolf, O. T., & Convit, A. (2007). Who cares? Revisiting empathy in Asperger syndrome. Journal of Autism and Developmental Disorders, 37, 709-715. https://doi.org/10.1007/s10803-006-0197-8
Wechsler, D. (2005). The Wechsler intelligence scale for children (4th ed.). Paris: ECPA.
Wechsler, D. (2011). The Wechsler intelligence scale for adults (4th ed.). Paris: ECPA.
Wills, C. E., & Moore, C. F. (1996). Perspective-taking judgments of medication acceptance: Inferences from relative importance about the impact and combination of information. Organizational Behavior and Human Decision Processes, 66(3), 251-267. https://doi.org/10.1006/obhd.1996.0054
Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and the containing function of wrong beliefs in young children's understanding of deception. Cognition, 13(1), 103-128. https://doi.org/10.1016/0010-0277(83)90004-5
Anderson, N. H. (2016). Information Integration Theory: Unified Psychology based on three mathematical laws. Universitas Psychologica, 15(3), 1-7. https://doi.org/10.11144/Javeriana.upsy15-3.iitu
Au-Yeung, S. K., Kaakinen, J. K., and Benson, V. (2014). Cognitive perspective-taking during scene perception in Autism Spectrum Disorder: Evidence from eye movements. Autism Research, 7(1), 84-93. https://doi.org/10.1002/aur.1352
Barnes-Holmes, Y., Barnes-Holmes, D., & McHugh, L. (2004). Teaching derived relational responding to young children. Journal of Early Intensive Behavior Intervention, 1(1), 3-12. https://doi.org/10.1037/h0100275
Baron-Cohen, S., Jolliffe, T., Mortimore, C., & Robertson, M. (1997). Another advanced test of theory of mind: evidence from very high functioning adults with autism or Asperger syndrome. Journal of Child Psychology and Psychiatry, 38, 813-822. https://doi.org/10.1111/j.1469-7610.1997.tb01599.x
Baron-Cohen, S., Tager-Flusberg, F., & Cohen, D. (Eds.). (2000). Understanding other minds: Perspectives from developmental cognitive neuroscience (2nd ed.). Oxford: Oxford University Press.
Bonnin-Scaon, S., Lafon, P., Chasseigne, G., Mullet, E., & Sorum, P. C. (2002). Learning the relationship between smoking, drinking alcohol, and the risk of esophageal cancer. Health Education Research, 17(4), 415-424. https://doi.org/10.1093/her/17.4.415
Carpenter, M., Nagell, K., & Tomasello, M. (1998). Social cognition, joint attention, and communicative competence from 9 to 15 months of age. Monographs of the Society for Research in Child Development, 63(4), 1-143. https://doi.org/10.2307/1166214
Fruchart, E., Rulence-Paques, P., & Mullet, E. (2007). Ecological validity test of laboratory studies on information integration. Teorie & Modelli, 12(1-2), 281-288.
García Pérez, R. M., Hobson, R. P., & Lee, A. (2008). Narrative role-taking in autism. Journal of Autism and Developmental Disorders, 38, 156-168. https://doi.org/10.1007/s10803-007-0379-z
Gopnik, A., & Astington, J. W. (1988). Children's understanding of representational change and its relation to the understanding of false belief and the appearance-reality distinction. Child Development, 59, 26-37. https://www.jstor.org/stable/1130386
Krahn, T., & Fenton, A. (2009). Autism, empathy and questions of moral agency. Journal for the Theory of Social Behavior, 39(2), 146-166. https://doi.org/10.1111/j.1468-5914.2009.00402.x
LeBlanc, L. A., Coates, A. M., Daneshvar, S., Charlop-Christy, M. H., Morris, C., & Lancaster, B. M. (2003). Using video modeling and reinforcement to teach perspective-taking skills to children with autism. Journal of Applied Behavior Analysis, 36(2), 253-257. https://doi.org/10.1901/jaba.2003.36-253
Levin, I. P., Louviere, J. J., Schepanski, A. A., & Norman, K. L. (1983). External validity of laboratory studies of information integration. Organizational Behavior and Human Performance, 31(2), 173-193. https://doi.org/10.1016/0030-5073(83)90119-8
Liégeois, L. Chasseigne, G., Papin, S., & Mullet, E. (2003). Improving high school students’ understanding of potential difference in simple electric circuits. International Journal of Science Education, 25(9), 1129-1145. https://doi.org/10.1080/0950069022000017324
Ligneau, C., & Mullet, E. (2005). Perpective-taking in adults and elderly people. Journal of Experimental Psychology: Applied, 11(1), 53-60. https://doi.org/10.1037/1076-898X.11.1.53
MacKay, T., Knott, F., & Dunlop, A.-W. (2007). Developing social interaction and understanding in individuals with autism spectrum disorder: A groupwork intervention. Journal of Intellectual and Developmental Disability, 32(4), 279-290. https://doi.org/10.1080/13668250701689280
Meyer, J. A., & Hobson, R. P. (2004). Orientation in relation to self and other: The case of autism. Interaction Studies, 5(2), 221-244. https://doi.org/10.1075/is.5.2.04mey
Morales, G. E., & Rogé, B. (2016). Blame attribution among people with developmental disability. Universitas Psychologica, 15(3), 1-6. https://doi.org/10.11144/Javeriana.upsy15-3.baap
Mullet, E. (2012). Functional learning. In N. Seel (Ed.), Encyclopedia of the science of learning. New York: Springer. https://doi.org/10.1007/978-1-4419-1428-6_323
Perner, J., & Wimmer, H. (1985). "John thinks that Mary thinks that…": Attribution of second-order beliefs by 5- to 10-year-old children. Journal of Experimental Child Psychology, 39, 437–471. https://doi.org/10.1016/0022-0965(85)90051-7
Raven, J., Raven, J. C., & Court, J. H. (2003). Manual for Raven's Progressive Matrices and Vocabulary scales. San Antonio, TX: Harcourt Assessment.
Rogé, B., & Mullet, E. (2011). Blame and forgiveness judgments among children adolescents and adults with autism. Autism, 15(6), 702-712. https://doi.org/10.1177/1362361310394219
Rogé, B., Fombonne, E., Fremolle, J., & Arti, E. (2009). Adaptation française de l’ADOS: Echelle d’observation pour le diagnostic de l’autisme [French adaptation of ADOS : Autism Diagnostic Observation Schedule]. Paris: Hogrefe.
Rogé, B., Fombonne, E., Fremolle, J., & Arti, E. (2010). Adaptation française de l’ADI-R: Entretien pour le diagnostic de l’autisme-Forme révisée [French adaptation of ADIR-R: Autism Diagnostic Interview-Revised]. Paris: Hogrefe.
Rogers, K., Dziobek, I., Hassenstab, J., Wolf, O. T., & Convit, A. (2007). Who cares? Revisiting empathy in Asperger syndrome. Journal of Autism and Developmental Disorders, 37, 709-715. https://doi.org/10.1007/s10803-006-0197-8
Wechsler, D. (2005). The Wechsler intelligence scale for children (4th ed.). Paris: ECPA.
Wechsler, D. (2011). The Wechsler intelligence scale for adults (4th ed.). Paris: ECPA.
Wills, C. E., & Moore, C. F. (1996). Perspective-taking judgments of medication acceptance: Inferences from relative importance about the impact and combination of information. Organizational Behavior and Human Decision Processes, 66(3), 251-267. https://doi.org/10.1006/obhd.1996.0054
Wimmer, H., & Perner, J. (1983). Beliefs about beliefs: Representation and the containing function of wrong beliefs in young children's understanding of deception. Cognition, 13(1), 103-128. https://doi.org/10.1016/0010-0277(83)90004-5
Cómo citar
Rogé, B., & Mullet, E. (2019). Toma de perspectiva cognitiva en personas con autismo: Un estudio piloto. Universitas Psychologica, 18(5), 1–10. https://doi.org/10.11144/Javeriana.upsy18-5.ptap
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