Seeing more than human: Autism and anthropomorphic theory of mind

Theory of mind (ToM) is defined as the process of taking another’s perspective. Anthropomorphism can be seen as the extension of ToM to non-human entities. This review examines the literature concerning ToM and anthropomorphism in relation to individuals with Autism Spectrum Disorder (ASD), specifically addressing the questions of how and why those on the spectrum both show an increased interest for anthropomorphism and may even show improved ToM abilities when judging the mental states of anthropomorphic characters. This review highlights that while individuals with ASD traditionally show deficits on a wide range of ToM tests, such as recognizing facial emotions, such ToM deficits may be ameliorated if the stimuli presented is cartoon or animal-like rather than human form. Individuals with ASD show a greater interest in anthropomorphic characters and process the features of these characters using methods typically reserved for human stimuli. Personal accounts of individuals with ASD also suggest they may identify more closely with animals than other humans. It is shown how the social motivations hypothesized to underlie the anthropomorphizing of non-human targets may lead those on the spectrum to seek social connections and therefore gain ToM experience and expertise amongst unlikely sources

The use of Analog and Digital Games for Autism Interventions

Many interventions that target improvements in social communication and other cognitive, learning, and physical issues have been developed to help autistic people. The gamification of interventions offers an alternative approach to fostering and assessing desired behaviors and cognitions in a more naturalistic and emergent setting. In this scoping review aimed at educators, practitioners, and parents of those with autism, we detail studies that have tested game-based approaches to improving the lives of autistic children, adolescents, and adults, focusing on how research into gamification and autism can both progress and can be progressed and implemented. We offer parents, professionals and academics resources to incorporate game-based psycho-educational programs into their current practice

Moving From Me to We: Interpersonal Coordination’s Effects on Self-Construal

We all move in time together throughout our lives, and doing so has been shown to lead to more pro-social attitudes and behaviors towards co-actors. However, little research has investigated how coordinated movement affects how individuals feel about themselves. This mixed-methods study took self-generated qualitative responses of how participants construed their own identities after either coordinated movement or a carefully matched control task. Responses were analysed qualitatively using thematic analyses, and quantitatively using content analysis. Four themes were identified from thematic analysis, and inferential statistical testing showed significant differences in how participants construed their identities post coordination (cf. control). Participants in the coordinated condition generated a higher proportion of interdependent (social) rather than independent (personal) self-construals, driven by differences in broad social structures/constructs rather than close specific social relations. Furthermore, participants in the coordinated condition reported less mental state items, and more sexual/romantic items. These findings may explain how and why coordinated movement leads to prosociality amongst those who take part, by leading individuals to think of themselves and each other in group terms

How Moving Together Binds Us Together: The Social Consequences of Interpersonal Entrainment and Group Processes

Interpersonal entrainment has been shown to have a wide variety of social consequences which span far beyond those that could be considered purely pro-social. This work reviews all of the social effects of entrainment and the various explanations for them. The group formation framework emerges as a parsimonious account claiming that as we entrain our sense of self is temporarily diluted as an interdependent identity becomes more salient, thus leading to a range of social and psychological consequences which are pro-group. The sense of belonging arising from moving together is conducive towards pro-social behaviours; yet, it also makes the individual more susceptible to adopting the ideology of the group without critical thinking. We argue that the wide landscape of interpersonal entrainment’s effects reflects its primary effect, de-individuation, and the formation of a common group identity amongst co-actors

Imagine all the synchrony: The effects of actual and imagined synchronous walking on attitudes towards marginalised groups

Stereotyping is a pervasive societal problem that impacts not only minority groups but subserves individuals who perpetuate stereotypes, leading to greater distance between groups. Social contact interventions have been shown to reduce prejudice and stereotyping, but optimal contact conditions between groups are often out of reach in day to day life. Therefore, we investigated the effects of a synchronous walking intervention, a non-verbal embodied approach to intergroup contact that may reduce the need for optimal contact conditions. We studied attitude change towards the Roma group in Hungary following actual and imagined walking, both in a coordinated and uncoordinated manner. Results showed that coordinated walking, both imagined and in vivo, led to explicit and implicit reductions in prejudice and stereotyping towards both the Roma individual and the wider Roma social group. This suggests that coordinated movement could be a valuable addition to current approaches towards prejudice reduction

Short Report: Autistic people outperform neurotypicals in a cartoon version of the RME

Prior research suggests that while autistic people may demonstrate poorer facial emotion recognition when stimuli are human, these differences lessen when stimuli are anthropomorphic. To investigate this further, this work explores emotion recognition in autistic and neurotypical adults (n = 196). Groups were compared on a standard and a cartoon version of the Reading the Mind in the Eyes test. Results indicated that autistic individuals were not significantly different from neurotypicals on the standard version. However, autistic people outperformed neurotypicals on the cartoon version. The implications for these findings regarding emotion recognition deficits and the social motivation account of autism are discussed and support the view of socio‐cognitive differences rather than deficits in this population. LAY SUMMARY: The Reading the Mind in the Eyes test and a cartoon version were tested on autistic and neurotypical adults. Autistic adults were not significantly different on the original test compared to neurotypicals, but they outperformed neurotypical adults on the cartoon version