The DOI matches its Crossref record; 30 of the 32 references it cites were found in a registry or an index.
Recognition of Faux Pas by Normally Developing Children and Children with Asperger Syndrome or High-Functioning Autism
Abstract
Most theory of mind (ToM) tests are designed for subjects with a mental age of 4-6 years. There are very few ToM tests for subjects who are older or more able than this. We report a new test of ToM, designed for children 7-11 years old. The task involves recognizing faux pas. Study 1 tested 7-9, and 11-year-old normal children. Results showed that the ability to detect faux pas developed with age and that there was a differential developmental profile between the two sexes (female superiority). Study 2 tested children with Asperger syndrome (AS) or high-functioning autism (HFA), selected for being able to pass traditional 4- to 6-year level (first- and second-order) false belief tests. Results showed that whereas normal 9- to 11-year-old children were skilled at detecting faux pas, children with AS or HFA were impaired on this task. Study 3 reports a refinement in the test, employing control stimuli. This replicated the results from Study 2. Some patients with AS or HFA were able to recognize faux pas but still produced them. Future research should assess faux pas production.
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“Gender differences in Eyes-C scores (Baron-Cohen et al., 1999) have been reported in early adolescence.”
From Reading Books and Reading Minds: Differential Effects of Wonder and The Crossover on Empathy and Theory of Mind (2017) · cites this paper as Baron-Cohen et al., 1999
In the citing paper
“This theory of mind test requires recognizing faux pas: social errors caused by false belief (Baron-Cohen et al., 1999).”
From Reading Books and Reading Minds: Differential Effects of Wonder and The Crossover on Empathy and Theory of Mind (2017) · cites this paper as Baron-Cohen et al., 1999
In the citing paper
“Although Baron-Cohen et al. (1999) reported that girls outscore boys on faux pas detection between the ages of 7 and 11, we saw no such gender difference at the beginning of our study.”
From Reading Books and Reading Minds: Differential Effects of Wonder and The Crossover on Empathy and Theory of Mind (2017) · cites this paper as Baron-Cohen et al. (1999)
In the citing paper
“In contrast, the majority of ToM tasks require nonemotional mental states to be inferred from contextual information or dynamic behavioral cues (Baron-Cohen, O’Riordan, Stone, Jones, & Plaisted, 1999; Dziobek et al., 2006).”
From ‘Theory of Mind’ is not Theory of Emotion: a cautionary note on the reading the Mind in the Eyes test (2016) · cites this paper as Baron-Cohen, O’Riordan, Stone, Jones, & Plaisted, 1999
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Metadata
- Authors
- Baron-Cohen, S., O'Riordan, M., Stone, V., Jones, R., & Plaisted, K.
- Affiliations
- University of Cambridge (GB)
- Venue
- Journal of Autism and Developmental Disorders
- Published
- 1999-10
- Volume
- 29
- Issue
- 5
- Pages
- 407-418
- ISSN
- 0162-3257 (ISSN-L)
- 1573-3432
- OpenAlex
- W1486096542
- Cited by
- 1,211
- References
- 32
- Citations by year
- 2026: 39 · 2025: 58 · 2024: 60 · 2023: 67 · 2022: 57 · 2021: 82 · 2020: 63 · 2019: 67 · 2018: 68 · 2017: 55 · 2016: 67 · 2015: 48 · 2014: 44 · 2013: 61 · 2012: 63
- FWCI
- 19.90
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Journal of Autism and Developmental Disorders (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Psychology › Social Psychology › Social Robot Interaction and HRI
- Keywords
- theory of mind, Asperger syndrome, high-functioning autism, false belief understanding, social cognition development, age differences, sex differences
- MeSH terms
- Autistic Disorder, Awareness, Child, Child, Preschool, Diagnosis, Differential, Female, Humans, Intelligence, Male, Neuropsychological Tests, Reference Values, Social Behavior, Socialization, Asperger Syndrome
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