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Cited by 549Autism Spectrum Disorder ResearchChild and Animal Learning DevelopmentSocial Robot Interaction and HRI

The DOI matches its Crossref record; 61 of the 61 references it cites were found in a registry or an index.

Attributing Social Meaning to Ambiguous Visual Stimuli in Higher‐functioning Autism and Asperger Syndrome: The Social Attribution Task

Klin, Ami·2000·Journal of Child Psychology and Psychiatry
DOI 10.1111/1469-7610.00671
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Abstract

More able individuals with autism and Asperger syndrome (AS) have been shown to pass relatively high level theory of mind (ToM) tasks without displaying commensurate levels of social adaptation in naturalistic settings. This paper presents a social cognitive procedure—the Social Attribution Task (SAT)—that reduces factors thought to facilitate ToM task performance without facilitating real‐life social functioning. Sixty participants with autism ( N = 20), AS ( N = 20), and normally developing adolescents and adults ( N = 20) with normative IQs were asked to provide narratives describing Heider and Simmel's (1944) silent cartoon animation in which geometric shapes enact a social plot. These narratives were coded in terms of the participants' abilities to attribute social meaning to the geometric cartoon. The SAT provides reliable and quantified scores on seven indices of social cognition. Results revealed marked deficits in both clinical groups across all indices. These deficits were not related to verbal IQ or level of metalinguistic skills. Individuals with autism and AS identified about a quarter of the social elements in the story, a third of their attributions were irrelevant to the social plot, and they used pertinent ToM terms very infrequently. They were also unable to derive psychologically based personality features from the shapes' movements. When provided with more explicit verbal information on the nature of the cartoon, individuals with AS improved their performance slightly more than those with autism, but not significantly so.

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Crossref · 10.1111/1469-7610.00671

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Metadata

Authors
Klin, A.
Affiliations
Yale University (US)
Corresponding author
Klin, Ami
ORCID
Klin, Ami
Venue
Journal of Child Psychology and Psychiatry
Publisher
Wiley
Published
2000-10
Volume
41
Issue
7
Pages
831-846
ISSN
  • 0021-9630 (ISSN-L)
  • 1469-7610
DOI
10.1111/1469-7610.00671
OpenAlex
W2131276891
Cited by
549
References
61
Citations by year
2026: 12 · 2025: 11 · 2024: 14 · 2023: 23 · 2022: 19 · 2021: 25 · 2020: 26 · 2019: 26 · 2018: 22 · 2017: 26 · 2016: 14 · 2015: 30 · 2014: 22 · 2013: 29 · 2012: 35
FWCI
5.26
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor, 1062 d)
Locations
  • Journal of Child Psychology and Psychiatry (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
  • Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
  • Social Sciences › Psychology › Social Psychology › Social Robot Interaction and HRI
Keywords
autism spectrum disorder, Asperger syndrome, theory of mind, social attribution, social cognition, high-functioning autism, personality attribution, metalinguistic skills, verbal IQ, social adaptation
MeSH terms
Adolescent, Adult, Autistic Disorder, Child, Cognition, Female, Humans, Intelligence, Male, Neuropsychological Tests, Social Perception, Reproducibility of Results, Case-Control Studies, Asperger Syndrome

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