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Updated: Jun 7, 2025
Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism
Published on: October 3, 2018
Characterization of implicit and explicit mind-reading in children with autism based on eye movements
Haidan Lu1, Juanli Niu2, Jiaxin Wang3
1Department of Rehabilitation of Sciences, Faculty of Education, East China Normal University, Shanghai, China.
Objective:
This study aimed to investigate differences in mind-reading abilities between children with autism and typically developing children across various tasks.
Methods:
Sixteen children with autism (aged 5-8 years) were compared to 16 typically developing children matched in language ability. The unexpected location task and unexpected content task were used to assess implicit and explicit mind-reading abilities using an eye tracker and illustrated storybooks.
Results:
For implicit mind, using differential looking scores shows a no significant difference between the scores of children with autism and typically developing children in the implicit tasks (P=0.399). However, the pupil size show some significant difference between two groups. Second, for the explicit, a significant difference between the scores of children with autism and typically developing children in the explicit tasks (P=0.006). Additionally, only a significant correlation between implicit and explicit mind-reading abilities in children with autism in the unexpected location task was found.
Conclusion:
The mechanism of implicit mind-reading still not very clear. Pupil-Linked arousal response can be consider as a further tool. Further research on implicit and explicit mind-reading abilities is warranted.
