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Core studies > Baron-Cohen - Individual differences area > Flashcards

Baron-Cohen - Individual differences area Flashcards

1
Q

What is a theory of mind (TOM)?

A
  • It is a cognitive mechanism in our brain

- It is the ability to recognise that we all have different mental states, knowledge, imagination and emotions

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2
Q

What is 1st order TOM?

A

It allows us to make guesses about other people’s thoughts and feelings and therefore predict what they will do

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3
Q

What is 2nd order TOM?

A

Allows us to think about a second person’s thoughts and feelings and therefore predict what they will do

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4
Q

What was a previous TOM test that involved dolls?

A

The Sally-Anne test

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5
Q

Describe the Sally-Anne test in three bullet points

A
  • Designed for 6-year-olds
  • Two dolls (Sally and Anne)
  • Participants are asked 4 questions, the critical belief question tests ToM
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6
Q

What is the term, ‘Ceiling effect’?

A
  • The term is a measurement limitation that occurs when the highest possible score or close to the highest score on a test or measurement instrument is reached
  • Thereby decreasing the likelihood that the testing instrument has accurately measured what it intended to measure
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7
Q

Why can’t the Sally-Anne test be used for Autism in adults?

A
  • Sally-Anne test is designed for 6-year-olds
  • Applying it to adults with autism wouldn’t be complex enough
  • It would only demonstrate that the adults have TOM skills of a six-yr old
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8
Q

How does the Sally-Anne test produce a ceiling effect

A
  • Data cannot take on a value higher than some ceiling
  • Test only measures abilities of a 6 yr old
  • Therefore, not the abilities of a 6 yr old and not the abilities of where an adult should be if they had a fully functioning TOM
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9
Q

Why has evidence not come about?

A

Usual tests to assess TOM have a ceiling effect in developmental terms corresponding to a mental age of 6yrs old

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10
Q

What did Happé (1994) find when she tested adults with autism or AS on her advanced TOM task?

A

Found that her participants had more difficulty with her mental state stories (Happes strange stories) than matched controls

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11
Q

What did Baron-Cohen do based on Happes research?

A

Baron-Cohen built on Happés research by using an adult test to assess TOM competence in high-functioning adults with AS or autism

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12
Q

What fundamental implications arise from autistic individuals failing to lack a TOM

A

Fundamental implications arise for communication, where making sense of other’s inentions, autistic individuals cannot understand what is being said - inferred/intended

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13
Q

How do AS individuals differ/similar from those with autism?

A
  • AS show the same characteristics as autism
  • They are of average/above average intelligence
  • Appear to have good communication skills, though it may not be the case
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14
Q

What was Baron-Cohen’s aim?

A

Baron-Cohen aimed to extend Happé’s research and use a test more appropriate to assess TOM in people with HFA or AS.

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15
Q

What new test was developed?

A
  • Eyes Task

- Aimed to assess mind-reading but Baron-Cohen et al argues that this is the same as TOM.

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16
Q

Describe the HFA/AS sample (6BP’s)

A
  • 16 individuals
  • 13 males, 3 females
  • HFA - 4
  • AS - 12
  • Normal intelligence
  • Autism affects more men
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17
Q

Describe the Normal age-matched adults

A
  • 50 participants
  • 25 males, 25 females
  • Age matched
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18
Q

Describe the TS sample

A
  • 10 adults with TS
  • 8 males, 2 females
  • Normal intelligence
  • Tourettes affects more men
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19
Q

How were the HFA/AS sample recruited?

A
  • Volunteer

- Recruited through an advert in the National Autistic magazine and a variety of clinical sources

20
Q

How were the Normal adults recruited?

A
  • Random
  • Drawn from the subject panel of Uni department compromising of the general pop of Cambridge
  • Excluded members from the Uni
21
Q

How were the TS adults recruited?

A
  • Volunteer

- Recruited from a tertiary referral centre in London

22
Q

What was the experimental method?

A

Quasi experiment

23
Q

What experimental design?

A
  • Matched pairs design (age + intelligence)

- Repeated measures design

24
Q

What was the IV?

A

The type of person likely to have TOM deficits (adults with high functioning autism/AS, normal adults, and adults with TS

25
Q

What was the DV?

A

The performance, score out of 25, on the eyes task

26
Q

How was the Eyes task measured?

A
  • Measured by showing each P, 25, black and white, standardised photos of the eye region of the face (m+f)
  • Asked them to make a forced choice between two mental state words (target + foil) to best describe what the person was feeling/thinking
27
Q

What study was this?

A

Snapshot study

28
Q

What four tasks were presented in random order to all of the P’s?

A
  • Eyes Task
  • Happes Strange Stories
  • Gender recognition of eyes task (c)
  • Basic recognition task (c)
29
Q

Why was Happes strange stories used in this study?

A
  • It tested physical and mental states of characters in the stories
  • It was used to compare an old test (Happe) with BC’s eye task for concurrent validity
30
Q

What did the Gender Recognition Task involve?

A
  • Identifying the gender of the eyes used in the eyes task

- The task controlled for face perception, perceptual discrimination, and social perception

31
Q

What happened/ what was the purpose of the Basic Emotion Recognition task?

A
  • Involved judging photographs of whole faces displayinng basic emotions identified by Ekman (1992)
  • Task was done to check whether difficulties on the Eyes Task were due to difficulties with basic emotional recognition
32
Q

How were invidiuals tested? (place)

A
  • In a quiet room either in their home (standardisation?)
  • Researcher’s clinic
  • Or researchers’ laboratory at Cambridge University (authority?)
33
Q

What was the mean score on the ET for HFA/AS?

A
  • 16.3

- Range = 13-23

34
Q

What was the mean score on the ET for Normal?

A
  • 20.3

- Range = 16-25

35
Q

What was the mean score on the ET for TS?

A
  • 20.4

- Range = 16-25

36
Q

What did the results from the HSS show about HFA/AS individuals?

A
  • They made significantly more errors on the SST than either of the other groups
  • (concurrent validity proves accurary of the results)
37
Q

Were there any differences on the Gender and Emotion control tasks?

A

No differences between the groups

38
Q

Was there a sig correlation between IQ and performance on the ET?

A

No significant correlation between IQ and performance

39
Q

On HSS, who made errors - what did it show vs those who didn’t

A
  • HFA/AS individuals made many errors
  • They were significantly impaired
  • TS adults made no errors
40
Q

Contrary to previous research, what do these results show?

A

These results seem to provide evidence that adults with HFA/AS do possess an impaired TOM

41
Q

Since some of the A/AS group help Uni degrees and were all normal intelligence what did these results suggest?

A

TOM deficits are independent of general intelligence

42
Q

What did the ET consist of?

A
  • Photographs of the eye region of 25 different faces
  • Male and female
  • 15 x 10 cm
43
Q

Where were the photos taken from?

A

Magazines

44
Q

Why were the photos black and white and taken from the same region of the face?

A

Control extraneous variables

45
Q

What could have been an EV?

A

If the pictures were coloured, they may have appeared more positive and the actual expression might have been ignored

46
Q

How long were pictures shown for?

A

3 seconds

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