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Journal article
Prediction of social behavior in autism spectrum disorders: Explicit versus implicit social cognition
Autism : the international journal of research and practice, v 24(7), pp 1758-1772
01 Oct 2020
PMCID: PMC7541482
PMID: 32484000
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
Deficient social communication and interaction behaviors are a hallmark feature of individuals with autism spectrum disorder. These social communication and interaction deficits potentially stem from problems with explicit social cognition (i.e. processes that are controlled and largely conscious) as well as with implicit social cognition (i.e. processes that are fast, spontaneous, and primarily unconscious). This study aimed to investigate the relative contributions of implicit and explicit social cognition factors as predictors of multi-informant measures of social communication and interaction behaviors in a sample of 34 youth with clinical diagnoses of autism spectrum disorder. Behavioral, cognitive, and electrophysiological indices of implicit and explicit social cognition were entered into partial least squares regression models designed to identify latent factors that optimally predict parent-report, observer-coded, and clinician-rated social communication, and interaction outcomes. Results indicated that while both implicit and explicit social cognition factors optimally predicted outcomes, implicit social cognition factors were relatively more predictive. Findings have important implications for the conceptualization and measurement of social functioning as well as the development of targeted social interventions in autism spectrum disorder populations.
Lay abstract
Difficulties with social communication and interaction are a hallmark feature of autism spectrum disorder. These difficulties may be the result of problems with explicit social cognition (effortful and largely conscious processes) such as learning and recalling social norms or rules. Alternatively, social deficits may stem from problems with implicit social cognition (rapid and largely unconscious processes) such as the efficient integration of social information. The goal of this study was to determine how problems in explicit and implicit social cognition relate to social behavior in 34 youth with autism spectrum disorder. We measured aspects of implicit and explicit social cognition abilities in the laboratory using behavioral, cognitive, and brain (electrophysiological) measures. We then used those measures to predict "real-world" social behavior as reported by parents, clinicians, and independent observers. Results showed that overall better aspects of implicit and explicit social cognition predicted more competent social behavior. In addition, the ability to fluidly integrate social information (implicit social cognition) was more frequently related to competent social behavior that merely knowing what to do in social situations (explicit social cognition). These findings may help with the development of interventions focusing on improving social deficits.
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Details
- Title
- Prediction of social behavior in autism spectrum disorders: Explicit versus implicit social cognition
- Creators
- Cara M. Keifer - Stony Brook UniversityAmori Yee Mikami - University of British ColumbiaJames P. Morris - University of VirginiaErin J. Libsack - Stony Brook UniversityMatthew D. Lerner - Stony Brook University
- Publication Details
- Autism : the international journal of research and practice, v 24(7), pp 1758-1772
- Publisher
- Sage
- Number of pages
- 15
- Grant note
- Jefferson Scholars Foundation American Psychological Association American Psychological Foundation Association for Psychological Science R00MH079617-03 / NIMH; United States Department of Health & Human Services; National Institutes of Health (NIH) - USA; NIH National Institute of Mental Health (NIMH) International Max Planck Research School
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- A.J. Drexel Autism Institute
- Web of Science ID
- WOS:000537524400001
- Scopus ID
- 2-s2.0-85085869372
- Other Identifier
- 991021862390204721
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- Collaboration types
- Domestic collaboration
- International collaboration
- Web of Science research areas
- Psychology, Developmental