The Systemizing Quotient: an Investigation of Adults with Asperger Syndrome Or High-Functioning Autism, and Normal Sex Differences
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Outcome Measure Empathy Quotient Sensitivity to Change Not Known
Outcome Measure Empathy Quotient Sensitivity to Change Not known Population Adult How to obtain Available from the Autism Research Centre: https://www.autismresearchcentre.com/arc_tests. Domain Social Cognition Time to administer 3-5 minutes Type of Measure Self-report scale Description The Empathy Quotient (EQ) (Baron-Cohen & Wheelwright, 2004) is a self-report questionnaire with 40 items tapping empathy (approximately half reverse scored) and 20 filler items. On each item the participant is asked to decide whether they strongly agree, slightly agree, slightly disagree or strongly disagree with the statement. They receive a score of 2 for strongly endorsing the empathic response, a score of 1 for mild endorsement and a score of 0 for anything else (maximum score =80). There is also a child version of the EQ available. (B. Auyeung, C. Allison, S. Wheelwright, & S. Baron- Cohen, 2012; Auyeung et al., 2009). Properties Internal Consistency: Cronbach’s alpha for the EQ as a whole ranged from 0.78 to 0.92 across studies (Baron- Cohen & Wheelwright, 2004; Vellante et al., 2013; Voracek & Dressler, 2006). A factor analysis of the EQ suggested three factors: Cognitive empathy, emotional reactivity and social skills (Lawrence, Shaw, Baker, Baron-Cohen, & David, 2004). Test re-test reliability: Following an interval of 12 months, test retest reliability ranged from r=0.84 (Lawrence et al., 2004) to r=0.97 (Baron-Cohen & Wheelwright, 2004). Concurrent Validity: The EQ has been shown to be inversely correlated with the two domains of the Autism Spectrum Quotient that measure social sensitivity and sensitive communication, r= - 0.56 (Baron-Cohen & Wheelwright, 2004). -
Proceedings of the 20Th International Seminar of the ISME Commission on Music in Special Education, Music Therapy, and Music Medicine
Proceedings of the 20th International Seminar of the ISME Commission on Music in Special Education, Music Therapy, and Music Medicine Faculdade de Artes do Paraná – FAP CuritiBa, Brazil 17-18 July 2014 Editor Melita Belgrave ©International Society for Music Education 2014 www.isme.org All abstracts presented at the 2014 ISME World Conference in Porto Alegre, Brazil, were peer refereed before inclusion in the Conference program. In addition, completed papers were fully (blind) refereed by a panel of international authorities before inclusion in the Seminar Proceedings. Editorial Board Melita Belgrave, Editor Jessie Chen Helen Farrell Markku Kaikkonen Bo Nilsson Lyn Schraer-Joiner National Library of Australia Cataloguing-in-Publication Author: ISME Commission on Music in Special Education, Music Therapy, and Music Medicine International Seminar (20th: 2014: Curitba, Brazil) Title: Proceedings of the 20th International Seminar of the Commission on Music in Special Education, Music Therapy, and Music Medicine, Curitiba, Brazil [electronic resource] / ISBN: 978-0-9942055-3-7 (ebook) Notes: Includes bibliographical references. Subjects: Music--Congresses. Music in education--Congresses. ISME Commission on Music in Special Education, Music Therapy, and Music Medicine Dewey Number: 780.7 ii The Conference Organizing Committee and ISME are grateful to the following people who provided expert, independent advice and who acted as referees for selecting papers and workshops for presentation at the 2014 ISME World Conference: Commissioners 2012-2014 -
VECTOR ALGEBRAIC THEORY of ARITHMETIC: Part 2
7/25/13 VECTOR ALGEBRAIC THEORY OF ARITHMETIC: Part 2 VECTOR ALGEBRAIC THEORY OF ARITHMETIC: Part 2 Clyde L. Greeno The American Institute for the Improvement of MAthematics LEarning and Instruction (a.k.a. The MALEI Mathematics Institute) P.O. Box 54845 Tulsa, OK 74154 [email protected] ABSTRACT: Virtually unrecognized by curricular educators is that the theory of Arabic/base-number arithmetic relies on equivalence classes of whole-scalar vectors. Sooner or later the recognition will catalyze a major re-formation of scholastic curricular mathematics – and also of the mathematics education of all teachers of mathematics. Part 1 of this survey appears in the 2005 Proceedings of the MAA’s OK-AR Section Meeting. It sketches the vector-algebraic foundations of the Hindu-Arabic arithmetic for whole-number calculations – and that theory easily generalizes to include all base-number systems. As promised in Part 1, this Part 2 sequel outlines that theory’s extension to cover the whole-scalar vector arithmetic of fractions – which includes the arithmetics of finite decimal-points and of all other n-al points. Of course, the extension to infinite-dimensional whole-scalar vectors leads off to the n-al arithmetics for the reals. SUMMARY OF PART 1. Part 1 opened with an alphabetic construction of the Peano line of simple Arabic digit-strings – devoid of any reference to numbers – and extended that construction to achieve an Arabic numbers kind of whole-numbers system. Part 1 concluded by disclosing how the whole-scalars, vector-algebraic structure which underlies the Arabic arithmetic for whole numbers can serve as a mathematical basis for greatly improving the instructional effectiveness of curricular education in the arithmetic of whole numbers. -
Becoming Autistic: How Do Late Diagnosed Autistic People
Becoming Autistic: How do Late Diagnosed Autistic People Assigned Female at Birth Understand, Discuss and Create their Gender Identity through the Discourses of Autism? Emily Violet Maddox Submitted in accordance with the requirements for the degree of Master of Philosophy The University of Leeds School of Sociology and Social Policy September 2019 1 Table of Contents ACKNOWLEDGEMENTS ................................................................................................................................... 5 ABSTRACT ....................................................................................................................................................... 6 ABBREVIATIONS ............................................................................................................................................. 7 CHAPTER ONE ................................................................................................................................................. 8 INTRODUCTION .............................................................................................................................................. 8 1.1 RESEARCH OBJECTIVES ........................................................................................................................................ 8 1.2 TERMINOLOGY ................................................................................................................................................ 14 1.3 OUTLINE OF CHAPTERS .................................................................................................................................... -
SR Template FINAL 010210
A systematic review of the literature July 2010 The effectiveness of non-pharmacological interventions for behavioural and psychological symptom management for people with dementia in residential care settings Arindam Basu David Brinson This report should be referenced as follows: Basu, A and Brinson, D. The effectiveness of non-pharmacological interventions for behavioural and psychological symptom management for people with dementia in residential care settings. HSAC Report 2010; 3(19) Health Services Assessment Collaboration (HSAC), University of Canterbury ISBN 978-0-9864652-1-5 (online) ISBN 978-0-9864652-2-2 (print) ISSN 1178-5748 (online) ISSN 1178-573X (print) i Review Team This review was undertaken by the Health Services Assessment Collaboration (HSAC). HSAC is a collaboration of the Health Sciences Centre of the University of Canterbury, New Zealand and Health Technology Analysts, Sydney, Australia. This report was authored by Arindam Basu, Senior Researcher and David Brinson, Researcher, who jointly developed and undertook the literature search, extracted the data, conducted the critical appraisals, and prepared the report. Sub-editing was performed by Lyn Wright. Acknowledgements Dr Ray Kirk peer reviewed the final draft. Cecilia Tolan (Administrator) provided document formatting. Franziska Gallrach, Carmel Olsen and staff at the University of Canterbury Libraries assisted with retrieval of documents. The current review was conducted under the auspices of a contract funded by the New Zealand Ministry of Health. This report was requested by Roz Sorensen, Senior Project Manager, Policy and Service Development Mental Health Group, Population Health Directorate of New Zealand’s Ministry of Health. We thank Roz Sorensen and Scott Connew, Policy Analyst, Mental Health Policy and Service Development, Ministry of Health for assisting in developing the scope of the review and providing background material for the review. -
Empathy in a Broader Context: Development, Mechanisms, Remediation
EDITORIAL published: 12 June 2020 doi: 10.3389/fpsyt.2020.00529 Editorial: Empathy in a Broader Context: Development, Mechanisms, Remediation Simon Surguladze 1* and Dessa Bergen-Cico 2 1 Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, United Kingdom, 2 Public Health Department, Syracuse University, Syracuse, NY, United States Keywords: empathy, neurobiology of empathy, phenomenology of empathy, positive empathy, empathy and age Editorial on the Research Topic Empathy in a Broader Context: Development, Mechanisms, Remediation Empathy has long been a subject of interest of social sciences, starting with the concept of Einfühlung (“in-feeling” or “feeling into”) as the human capacity to feel the emotions that the artist or writer had worked to represent (1). Later on, Theodor Lipps transformed Einfühlung from a concept of aesthetics into a central category of the philosophy of the social and human sciences and postulated that Einfühlung meant the “experience of another human” underpinned by “inner imitation” or instinctive kinaesthetic sensations in the observer as felt by the observed target (2). The word empathy was introduced to English-speaking world by E.B. Titchener (3) who translated Einfühlung by using Greek em- (“in'”) “ ” “ ” “ ” Edited and reviewed by: and pathos,(feeling , suffering ,or pity ). This heralded the beginning of new, psychological fi Sören Krach, research into the phenomenon, followed by operationalising the concepts of empathy thus rmly fi University of Lübeck, Germany rooting it in the elds of sociology and psychology. *Correspondence: The empathy is considered as a multifaceted construct encompassing (1) affective empathy, i.e., Simon Surguladze affective sharing, (2) empathic concern: motivation to caring for another's welfare, and (3) [email protected] perspective taking or cognitive empathy, the ability to consciously put oneself into the mind of another and understand what that person is thinking or feeling (4). -
Theory of Mind and Executive Control Deficits in Typically Developing
J Autism Dev Disord DOI 10.1007/s10803-016-2735-3 ORIGINAL PAPER Theory of Mind and Executive Control Deficits in Typically Developing Adults and Adolescents with High Levels of Autism Traits 1,2 2 1,2 Elif Go¨kc¸en • Norah Frederickson • K. V. Petrides Ó The Author(s) 2016. This article is published with open access at Springerlink.com Abstract Autism spectrum disorder (ASD) is charac- Introduction terised by profound difficulties in empathic processing and executive control. Whilst the links between these processes Empathy is the ability to understand and share the affective have been frequently investigated in populations with experiences of others (Decety and Jackson 2006; Decety autism, few studies have examined them at the subclinical and Lamm 2006; Singer and Lamm 2009) and plays a level. In addition, the contribution of alexithymia, a trait pivotal role in the formation of successful human rela- characterised by impaired interoceptive awareness and tionships (Baron-Cohen and Wheelwright 2004; Decety empathy, and elevated in those with ASD, is currently 2010; Dziobek et al. 2008; Rameson et al. 2012; Singer unclear. The present two-part study employed a compre- 2006). Two main components contribute to empathic pro- hensive battery of tasks to examine these processes. Find- cessing: an affective component, which allows one to ings support the notion that executive function and theory vicariously experience the feelings of others whilst of mind are related abilities. They also suggest that indi- understanding that they are distinct from one’s own, and a viduals with elevated levels of autism-like traits experience cognitive component (also referred to as metalizing, cog- a partially similar pattern of social and executive function nitive perspective-taking, or Theory of Mind; ToM), which difficulties to those diagnosed with ASD, and that these involves the ability to understand and make inferences impairments are not explained by co-occurring about what another person is thinking or feeling, without alexithymia. -
Investigating the Existence, Cognitive Attributes and Potential Pathological Consequences of the Extreme Female Brain
INVESTIGATING THE EXISTENCE, COGNITIVE ATTRIBUTES AND POTENTIAL PATHOLOGICAL CONSEQUENCES OF THE EXTREME FEMALE BRAIN Sarah Louise JONES Submitted for the degree of Doctor of Philosophy Division of Psychology Faculty of Social Sciences University of Bradford 2 0 1 6 Abstract INVESTIGATING THE EXISTENCE, COGNITIVE ATTRIBUTES AND POTENTIAL PATHOLOGICAL CONSEQUENCES OF THE EXTREME FEMALE BRAIN Sarah Louise Jones Key words: extreme female brain, empathising, systemising, sex differences, autism, schizophrenia, memory, cognition, gene imprinting, paranoid ideation The ‘extreme female brain’ (EFB) is derived from the empathising - systemising theory (E-S) which hypothesises that sex differences in cognition exist on a continuum, based on abilities in ‘empathising’ and ‘systemising’ (Baron-Cohen, 2003). The EFB profile; extreme empathising alongside deficient systemising, has received little attention in social cognitive neuroscience research, compared to the extreme male brain, which has advanced the knowledge of sex differences in the expression of autism. Currently, there is no solid evidence of a clinical pathology relating to the EFB nor a marker of cognition associated with a person’s ‘place’ on the E-S continuum. Here, an episodic memory paradigm with social and non-social conditions was given to participants along with measures of empathising and systemising. Scores on the social condition predicted where a person lies on the E-S continuum. The thesis then investigated the hypothesis that schizophrenia is expressed in the feminised profile (Badcock & Crepsi, 2006) i and the presumption that empathising and systemising demonstrate a trade off. Elements of paranoia were associated with an empathising bias. However, a bias in systemising ability was associated with schizotypy along with a significant overlap in the expression of autistic traits and schizotypy. -
Mathematics Standards Review and Revision Committee
Proposed for SBE Adoption – 2019-12-31 – Page 1 Mathematics Standards Review and Revision Committee Chairperson Joanie Funderburk President Colorado Council of Teachers of Mathematics Members Lisa Bejarano Lanny Hass Teacher Principal Aspen Valley High School Thompson Valley High School Academy District 20 Thompson School District Michael Brom Ken Jensen Assessment and Accountability Teacher on Mathematics Instructional Coach Special Assignment Aurora Public Schools Lewis-Palmer School District 38 Lisa Rogers Ann Conaway Student Achievement Coordinator Teacher Fountain-Fort Carson School District 8 Palisade High School Mesa County Valley School District 51 David Sawtelle K-12 Mathematics Specialist Dennis DeBay Colorado Springs School District 11 Mathematics Education Faculty University of Colorado Denver T. Vail Shoultz-McCole Early Childhood Program Director Greg George Colorado Mesa University K-12 Mathematics Coordinator St. Vrain Valley School District Ann Summers K-12 Mathematics and Intervention Specialist Cassie Harrelson Littleton Public Schools Director of Professional Practice Colorado Education Association This document was updated in December 2019 to reflect typographic and other corrections made to Standards Online. State Board of Education and Colorado Department of Education Colorado State Board of Education CDE Standards and Instructional Support Office Angelika Schroeder (D, Chair) 2nd Congressional District Karol Gates Boulder Director Joyce Rankin (R, Vice Chair) Carla Aguilar, Ph.D. 3rd Congressional District Music Content Specialist Carbondale Ariana Antonio Steve Durham (R) Standards Project Manager 5th Congressional District Colorado Springs Joanna Bruno, Ph.D. Science Content Specialist Valentina (Val) Flores (D) 1st Congressional District Lourdes (Lulu) Buck Denver World Languages Content Specialist Jane Goff (D) Donna Goodwin, Ph.D. 7th Congressional District Visual Arts Content Specialist Arvada Stephanie Hartman, Ph.D. -
UNIVERSITY of CALIFORNIA Los Angeles Social
UNIVERSITY OF CALIFORNIA Los Angeles Social Justice and Autism: Links to Personality and Advocacy A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Philosophy in Education by Steven Kenneth Kapp 2016 © Copyright by Steven Kenneth Kapp 2016 ABSTRACT OF THE DISSERTATION Social Justice and Autism: Links to Personality and Advocacy by Steven Kenneth Kapp Doctor of Philosophy in Education University of California, Los Angeles, 2016 Professor Connie L. Kasari, Chair Autism’s history as an independent condition may originate from “autistic psychopathy”, but autism and psychopathy may entail opposite patterns of personality. Autism may incline people toward moral intuitions in the dimensions of care, loyalty, authority, sanctity, and especially fairness. Yet these may play an unconscious and visceral role that in combination with difficulties with moral reasoning and the understanding of one’s own and others’ emotional and mental states, reduces self- and other awareness of autistic people’s moral drives. Conversely, psychopathic people may have low moral values (particularly for care and fairness), yet usually strong moral reasoning skills, cognitive empathy, and mentalizing abilities. This contrast adds to the literature in part through emphasizing basic sensory and motor differences, in transaction with the social environment and life experience, as underlying these personality-relevant ii distinctions between autism and psychopathy. It thus attempts to embody both conditions, with the understanding that all behavior involves motor activity, and to think of both conditions as neurodevelopmental in their origins and early trajectories. Such an analysis raises the importance of strengths, as a matter of individual differences as well as influences from the environment, that can help to distinguish and even cause the conditions. -
Sindermann, Cornelia; Cooper, Andrew and Montag, Christian. 2019. Empathy, Autistic Tenden- Cies, and Systemizing Tendencies
Sindermann, Cornelia; Cooper, Andrew and Montag, Christian. 2019. Empathy, autistic tenden- cies, and systemizing tendencies - Relationships between standard self-report measures. Fron- tiers in Psychiatry, 10(307), [Article] https://research.gold.ac.uk/id/eprint/26334/ The version presented here may differ from the published, performed or presented work. Please go to the persistent GRO record above for more information. If you believe that any material held in the repository infringes copyright law, please contact the Repository Team at Goldsmiths, University of London via the following email address: [email protected]. The item will be removed from the repository while any claim is being investigated. For more information, please contact the GRO team: [email protected] ORIGINAL RESEARCH published: 10 May 2019 doi: 10.3389/fpsyt.2019.00307 Empathy, Autistic Tendencies, and Systemizing Tendencies— Relationships Between Standard Self-Report Measures Cornelia Sindermann 1*, Andrew Cooper 2 and Christian Montag 1 1 Department of Molecular Psychology, Institute of Psychology and Education, Ulm University, Ulm, Germany, 2 Department of Psychology, Goldsmiths University of London, London, United Kingdom The aim of the present study was to investigate associations between four highly used self-report measures assessing empathy (measured as both a unidimensional and multidimensional construct), autistic tendencies, and systemizing tendencies. Participants in this study completed the following self-report measures: The Interpersonal Reactivity Index (IRI) and the Empathy Quotient (EQ) to measure empathy, and the Autism Edited by: Spectrum Quotient (AQ) and the Systemizing Quotient–Revised (SQ-R) to assess autistic Simon Surguladze, and systemizing tendencies, respectively. The final sample consisted ofN = 1,098 King’s College London, United Kingdom participants (304 males) without a diagnosed autism spectrum disorder, most of whom Reviewed by: were university students. -
Autism Spectrum As an Empathy Disorder
: Open A sm cc ti e u s s A Autism - Open Access Di Tore et al., Autism Open Access 2017, 7:1 DOI: 10.4172/2165-7890.1000198 ISSN: 2165-7890 Review Article Open Access Autism Spectrum as an Empathy Disorder Pio Alfredo Di Tore*, Tonia De Giuseppe and Felice Corona Universita degli Studi di Salerno, Via Giovanni Paolo II, 132, 84084 Fisciano SA, Italy *Corresponding author: Di Tore PA, Universita degli Studi di Salerno, Via Giovanni Paolo II, 132, 84084 Fisciano SA, Italy, Tel: 00390894825421, E-mail: [email protected] Received date:December 18, 2016; Accepted date:January 06, 2017; Published date: January 13, 2017 Copyright: © 2017 Di Tore PA, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Abstract According to the DSM-V, the diagnosis of "autism spectrum disorder" requires the presence of at least three symptoms in the category of "deficit of social communication" and at least two in that of "repetitive behaviors." Children with autism, therefore, show a large deficit area of social communication, and most scholars agree that the lack of empathy figures prominently among these disorders. This work discusses the link between autism, empathy and perception – action process, according to neuroscientific evidences. The neuroscientific framework makes direct reference to a paradigm of perception/action that now appears permanently reversed with respect to the idea of perception-action that was dominant in the second half of the twentieth century, solidly hinged on cognitivist foundations and, in particular, on the computational metaphor.