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AS Psychology > Baron-Cohen et. al > Flashcards

Baron-Cohen et. al Flashcards

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1
Q

AIM (3)

A
  1. to test a group of people with AS/HFA on the revised version of the Reading the Mind in the Eyes Test;
  2. to test whether the sex difference in autistic traits (in neurotypical individuals) observed in the previous test replicated;
  3. to check for a correlation between the scores on the Eyes Test and the AQ.
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2
Q

AQ

definition

A

a self-report questionnaire with scores ranging from 0 to 50, designed to measure the expression of Autism-Spectrum traits in an individual. A higher score indicates that the person has more autistic traits.

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3
Q

ceiling effect

A

occurs when a test is too easy and many participants score the top score, thus making it difficult for researchers to differentiate between participants.

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4
Q

DSM

full form

A

Diagnostic and Statistic Manual of Mental Disorders

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5
Q

DSM

definition

A

a classification & diagnostic tool used by doctors, psychiatrists and psychologists internationally, published by the American Psychiatrist Association.

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6
Q

ICD

full form

A

International Classification of Diseases

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7
Q

ICD

compare to DSM

A

has a wider scope and covers all health-related diseases, not just those related to the mind. published by WHO.

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8
Q

AQ

full form

A

Autistic-Spectrum Quotient Test

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9
Q

how was the revised version of the Eyes Test developed? (2 steps)

A
  1. authors chose a target word and three foils pertaining to a picture of the eyes
  2. the picture, word and foils were presented to eight judges.
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10
Q

what were the conditions needed for a target word to be finalised for the Eyes Test?

A
  1. 5 out of 8 judges should pick the target word out of the four options
  2. 2/less than 2 should pick any one foil.
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11
Q

SAMPLE: AS/HFA (group 1)

sampling method

A

voluntary; an advert was placed in the UK National Autistic Society Magazine

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12
Q

SAMPLE: AS/HFA (group 1)

no. of participants

A

15 males

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13
Q

SAMPLE: AS/HFA (group 1)

average participant age

A

29.7

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14
Q

SAMPLE: adults (group 2)

sampling method

A

opportunity; drawn from adult community and education classes in Exeter, or from the public library at Cambridge.

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15
Q

SAMPLE: adults (group 2)

no. of participants

A

122

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16
Q

SAMPLE: adults (group 2)

age

A

46.5 (data only available for 88 ppl)

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17
Q

SAMPLE: students (group 3)

sampling method

A

opportunity; taken from ungrad classes at Cambridge University (71 science students, 32 other) [HIGH IQ]

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18
Q

SAMPLE: students (group 3)

no. of participants

A

103 (53M, 50F)

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19
Q

SAMPLE: students (group 3)

age

A

20.8

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20
Q

SAMPLE: group 2

advantage

A

from a large variety of occupations and education + large; data can be generalised & sample is representative

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21
Q

SAMPLE: group 3

disadvantage

A

not representative due to high admission requirements of Cambridge Uni.; data cannot be generalised.

22
Q

SAMPLE: AS/HFA group 1

disadvantage

A

only males; results cannot be generalised to women. sample size very small, therefore unrepresentative.

23
Q

SAMPLE: IQ matched (group 4)

sampling method

A

randomly picked and matched with group 1 according to IQ

24
Q

SAMPLE: IQ matched (group 4)

no. of participants

A

14

25
Q

SAMPLE: IQ matched (group 4)

av. age

A

28.0

26
Q

what was the average IQ of Group 1 participants?

A

115

27
Q

what was the average IQ of Group 4 participants?

A

116

28
Q

what were the problems in the original Eyes Test? (5)

A
  1. forced choice (only two options to choose from)
  2. low range of questions [only 25] (led to ceiling effect)
  3. used basic emotions in some questions (too easy)
  4. imbalance of male and female faces [more female faces] (extraneous variable; might have affected difficulty)
  5. language delay - participants might not have understood some words in the options
29
Q

how were the problems in the original Eyes Test solved?

A
  1. options increased to 4
  2. amount of questions increased to 36
  3. removed pictures showing basic emotions
  4. distribution of male and female faces made equal
  5. glossary of words provided.
30
Q

PROCEDURE

A
  1. participants read through glossary of terms, could recheck anytime they needed during the test + did a practice item
  2. all groups took the revised Eyes Test
  3. participants in AS/HFA group also asked to judge the sex of the target in each photo
  4. all groups except adult comparison group completed the AQ test
31
Q

ETHICS

A

all participants gave informed consent
data was anonymized; confidentiality maintained
right to withdraw given

32
Q

SAMPLE: AS/HFA (group 1)

how had the participants in the group been diagnosed with autism?

A

using established APA criteria in specialist centres.

33
Q

RESULTS

av. AS/HFA group scores on Eyes Test

A

21.9

34
Q

RESULTS

IQ matched group: av. scores on Eyes Test

A

30.9

35
Q

RESULTS

AS/HFA group’s av. score on the AQ test

A

34.4

36
Q

RESULTS

IQ matched group’s av. score on AQ test

A

18.9

37
Q

RESULTS

scores on gender recognition task (AS/HFA group only)

A

all participants scored above 33 on 36.

38
Q

RESULTS

sex difference in student groups’ scores on AQ?

A

yes. males scored higher than females.

39
Q

RESULTS

correlation between AQ and Eyes Test scores

A

negative (-0.59)

40
Q

RESULTS

correlation between IQ scores and Revised Eyes test scores

A

zero.

41
Q

CONCLUSIONS (3)

A
  1. participants w AS/HFA lack theory of mind, ie. are unable to attribute emotions to another person
  2. males showed more autistic traits than females & performed worse on the AQ test; however, further research is needed as some differences weren’t significant.
  3. the revised Eyes Test is a more sensitive measure of adult social intelligence than the previous version.
42
Q

STRENGTHS (3)

A
  1. highly standardized lab experiment (participants used same questionnaires and glossary); very reliable & has high internal validity
  2. changes to Eyes Test made it more valid
  3. ethical guidelines all followed
43
Q

WEAKNESSES (2)

A
  1. low ecological validity; pictures used & only of eyes; not realistic to real life - leads to low generisability
  2. experimental sample (AS/HFA) very small & had only males; may not representative of general populace
44
Q

how can the revised eyes test be improved in terms of ecological valididy? (1)

A

could use video clippings of people’s expressions and conversations rather than static pictures of only their eyes.

45
Q

applications of the eyes test

A

could be used alongside the AQ to help aid initial diagnosis. could also be used with other clinical groups, eg. brain-damaged patients.

46
Q

individual vs. situational: which debate does this study support?

A

individual; autistic individuals performed significantly worse on Eyes Test, which suggests that the ability to read emotions is not a product of the environment and is innate.

47
Q

what is the name of the Eyes Test that Baron-Cohen has developed for children?

A

‘Sally and Anne’ test (involves questions following a short scene that is acted out with dolls)

48
Q

what are basic emotions?

A

those emotions that are universally recognized; there are six of them.

49
Q

target word: panicked

foils?

A

jealous, arrogant, hateful

50
Q

target word: playful

foils?

A

comforting, irritated, bored.

AS Psychology (4 decks)

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