ERIC Number: EJ1018979
Record Type: Journal
Publication Date: 2013-Nov
Abstractor: As Provided
Social Cognition, Social Skill, and the Broad Autism Phenotype
Sasson, Noah J.; Nowlin, Rachel B.; Pinkham, Amy E.
Autism: The International Journal of Research and Practice, v17 n6 p655-667 Nov 2013
Social-cognitive deficits differentiate parents with the "broad autism phenotype" from non-broad autism phenotype parents more robustly than other neuropsychological features of autism, suggesting that this domain may be particularly informative for identifying genetic and brain processes associated with the phenotype. The current study examined whether the social-cognitive deficits associated with the broad autism phenotype extend to the general population and relate to reduced social skill. A total of 74 undergraduates completed the Broad Autism Phenotype Questionnaire, three standardized social-cognitive tasks, and a live social interaction with an unfamiliar research assistant. Social broad autism phenotype traits were significantly associated with deficits in social cognition and reduced social skill. In addition, the relationship between social broad autism phenotype traits and social skill was partially mediated by social cognition, suggesting that the reduced interpersonal ability associated with the broad autism phenotype occurs in part because of poorer social-cognitive ability. Together, these findings indicate that the impairments in social cognition and social skill that characterize autism spectrum disorder extend in milder forms to the broad autism phenotype in the general population and suggest a framework for understanding how social broad autism phenotype traits may manifest in diminished social ability.
Descriptors: Social Cognition, Parents, Autism, Symptoms (Individual Disorders), Genetics, Genetic Disorders, Questionnaires, Undergraduate Students, Interaction, Interpersonal Relationship, Pervasive Developmental Disorders, Correlation, Data Analysis, Regression (Statistics)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Texas
Identifiers - Assessments and Surveys: Wide Range Achievement Test
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