Social and non-social deficits in children with high-functioning autism and their cooperative behaviors

	Social and non-social deficits in children with high-functioning autism and their cooperative behaviors
	Li, Jing1 ; Zhu, Liqi1 ; Liu, Jing 2; Li, Xue 2
摘要	The persistent deficits in social communication and social interactions of individuals with high-functioning autism (HFA) may impair their cooperative behaviors. This study investigated the relationship between social and non-social deficits in children with HFA and the cooperative behaviors of such children. Theory of mind (ToM), executive function, and central coherence of children with HFA and typically developing (TD) children, aged 6-12 years, were investigated, and the effects of these social and non-social deficits on children's cooperativeness were examined. The classical prisoner's dilemma game (PDG) and cooperative implemental tasks were used to assess children's cooperativeness. ToM was measured using a series of classical false belief tasks and the face test. The Wisconsin Card Sorting Task (WCST) and the Embedded Figures Test (EFT) were administered to assess executive function and central coherence, respectively. The results showed that there was no significant difference in cooperation in PDG between HFA and TD children, while cooperation in children with HFA in the interruption period of the implemental tasks was significantly lower than that of TD children. Children with HFA had social deficits and had more poorly developed ToM than TD children, and executive function in children with HFA was poorer than that in TD children. Different types of deficits were predictive of HFA children's degree of cooperation on different tasks: the social perceptual component of ToM and executive function predicted children's cooperativeness in the PDC, and executive function predicted HFA children's cooperativeness during the interruption period of an implemental task. By contrast, central coherence did not predict either of the two types of cooperation. It might indicate that the two different types of cooperative tasks may require different mental abilities. (C) 2014 Elsevier Ltd. All rights reserved.
关键词	High-functioning Autism (Hfa) Cooperation Theory Of Mind (Tom) Executive Function Central Coherence
	2014-12-01
语种	英语
发表期刊	RESEARCH IN AUTISM SPECTRUM DISORDERS
ISSN	1750-9467
卷号	8 期号:12 页码:1657-1671
期刊论文类型	Article
收录类别	SSCI
WOS记录号	WOS:000345186700005
引用统计	被引频次：12[WOS] [WOS记录] [WOS相关记录]
文献类型	期刊论文
条目标识符	http://ir.psych.ac.cn/handle/311026/14160
专题	中国科学院行为科学重点实验室
作者单位	1.Chinese Acad Sci, Inst Psychol, Key Lab Behav Sci, Beijing 100101, Peoples R China 2.Peking Univ, Inst Mental Hlth, Minist Hlth, Key Lab Mental Hlth, Beijing 100871, Peoples R China
第一作者单位	中国科学院行为科学重点实验室
推荐引用方式 GB/T 7714	Li, Jing,Zhu, Liqi,Liu, Jing,et al. Social and non-social deficits in children with high-functioning autism and their cooperative behaviors[J]. RESEARCH IN AUTISM SPECTRUM DISORDERS,2014,8(12):1657-1671.
APA	Li, Jing,Zhu, Liqi,Liu, Jing,&Li, Xue.(2014).Social and non-social deficits in children with high-functioning autism and their cooperative behaviors.RESEARCH IN AUTISM SPECTRUM DISORDERS,8(12),1657-1671.
MLA	Li, Jing,et al."Social and non-social deficits in children with high-functioning autism and their cooperative behaviors".RESEARCH IN AUTISM SPECTRUM DISORDERS 8.12(2014):1657-1671.

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