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Foundations for self and other: a study in autism.

R Peter Hobson¹, Jessica A Meyer

¹Developmental Psychopathology Research Unit, Tavistock Clinic, London and Institute of Child Health, University College London, UK. r.hobson@ucl.ac.uk

Developmental Science

|October 26, 2005

Summary

Children with autism show differences in self-other connectedness. They struggle with a specific gesture essential for understanding others' perspectives, impacting social development.

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Area of Science:

Developmental Psychology
Autism Spectrum Disorder Research
Social Cognition

Background:

Understanding self and others as distinct individuals with unique perspectives is crucial for social development.
Deficits in this self-other connectedness are debated in the context of autism spectrum disorder (ASD).

Purpose of the Study:

To investigate self-other connectedness, specifically 'identification,' in children with and without autism.
To explore the role of bodily-anchored perspectives in social communication and understanding minds.

Main Methods:

Two studies utilized a novel 'sticker test' involving non-verbal communication of sticker placement.
Participants included children with and without autism, matched for chronological age, verbal mental age, and IQ.

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Study 2 introduced a screen and a 'modeling' condition to observe communicative gestures.

Main Results:

Over half of children with autism failed to point to themselves during the sticker test, unlike neurotypical children.
Group differences in self-oriented gestures were amplified when the tester modeled pointing to herself.

Conclusions:

Autism is associated with a relative failure in adopting another person's bodily-anchored psychological and communicative stance.
This process of identification is fundamental for self-other relations and the development of theory of mind.