Metacognitive monitoring and the hypercorrection effect in autism and the general population: Relation to autism(-like) traits and mindreading

Among neurotypical adults, errors made with high confidence (i.e., errors a person strongly believed they would not make) are corrected more reliably than errors made with low confidence. This “hypercorrection effect” is thought to result from enhanced attention to information that reflects a “metacognitive mismatch” between one’s beliefs and reality. In Experiment 1, we employed a standard measure of this effect. Participants answered general knowledge questions and provided confidence judgements about how likely each answer was to be correct, after which feedback was given. Finally, participants were retested on all questions answered incorrectly during the initial phase. Mindreading ability and ASD-like traits were measured. We found that a representative sample of (n = 83) neurotypical participants made accurate confidence judgements (reflecting good metacognition) and showed the hypercorrection effect. Mindreading ability was associated with ASD-like traits and metacognition. However, the hypercorrection effect was non-significantly associated with mindreading or ASD-like traits. In Experiment 2, 11 children with ASD and 11 matched comparison participants completed the hypercorrection task. Although ASD children showed significantly diminished metacognitive ability, they showed an undiminished hypercorrection effect. The evidence in favour of an undiminished hypercorrection effect (null result) was moderate, according to Bayesian analysis (Bayes factor = 0.21)

AMPA receptor GluA2 subunit defects are a cause of neurodevelopmental disorders.

AMPA receptors (AMPARs) are tetrameric ligand-gated channels made up of combinations of GluA1-4 subunits encoded by GRIA1-4 genes. GluA2 has an especially important role because, following post-transcriptional editing at the Q607 site, it renders heteromultimeric AMPARs Ca2+-impermeable, with a linear relationship between current and trans-membrane voltage. Here, we report heterozygous de novo GRIA2 mutations in 28 unrelated patients with intellectual disability (ID) and neurodevelopmental abnormalities including autism spectrum disorder (ASD), Rett syndrome-like features, and seizures or developmental epileptic encephalopathy (DEE). In functional expression studies, mutations lead to a decrease in agonist-evoked current mediated by mutant subunits compared to wild-type channels. When GluA2 subunits are co-expressed with GluA1, most GRIA2 mutations cause a decreased current amplitude and some also affect voltage rectification. Our results show that de-novo variants in GRIA2 can cause neurodevelopmental disorders, complementing evidence that other genetic causes of ID, ASD and DEE also disrupt glutamatergic synaptic transmission

Le Peuple : organe quotidien du syndicalisme

25 février 19351935/02/25 (A15,N5151)-1935/02/25

‘Italian Renaissance Love Theory and the General Scholar in the Seventeenth Century’.

In his Traité de l’esprit de l’homme , Louis de La Forge argues that everything that can be observed in a living body can be explained without resorting to any form of knowledge. La Forge’s target, never explicitly mentioned, is Marin Cureau de La Chambre, who in his work as a whole had developed the thesis that animals act through the presence of a form of knowledge that is different from that of the intellect and that can be attributed to the body. In claiming the necessity of a form of knowledge in organic events, Cureau was answering to a problem raised by Campanella in his De sensu rerum . La Forge’s contention that no knowledge is required to explain nature is addressed against the permanence of Renaissance vitalism in the name of the original inspiration of Cartesian new science.Cureau de La Chambr

Emotions in Social Interactions: Unfolding Emotional Experience

This chapter takes into account the role of emotions in social interactions, both face-to-face and video-mediated. Emotions are conceptualised as ongoing processes rooted in dynamic social contexts, which can shape both implicit and explicit emotional responses. Emotion interactions are therefore considered as continuously developing, thanks to the relationship between interactants and between them and the surrounding enviornment. Theories of emotions as non-static phenomena are illustrated before presenting a review of literature on regulating processes in emotional interactions. Finally, based on the theoretical framework described in this chapter, comparisons between an emotionally competent human and an emotionally competent artificial agent are drawn.edition: Instatus: accepte