ArticleFrontiers in psychology2019
Do Children With Autism Spectrum Disorders Understand Pantomimic Events?
Article in Frontiers in psychology, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
5 citing papers in PubMed, 30 citations in OpenAlex.
- Interpretations of meaningful and ambiguous hand gestures in autistic and non-autistic adults: A norming study.Behavior research methods · 2024Article
- Differences in Praxis Errors in Autism Spectrum Disorder Compared to Developmental Coordination Disorder.Journal of autism and developmental disorders · 2024Article
- Connectivity differences between inferior frontal gyrus and mentalizing network in autism as compared to developmental coordination disorder and non-autistic youth.Cortex; a journal devoted to the study of the nervous system and behavior · 2023Article
- Pantomimic fossils in modern human communication.Philosophical transactions of the Royal Society of London. Series B, Biological sciences · 2021Article
- Persuasive conversation as a new form of communication inPhilosophical transactions of the Royal Society of London. Series B, Biological sciences · 2021Article
Corrections and comments
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Authors and funding
11 authors at 4 institutions in 2 countries.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Impairments of motor representation of actions have been reported as a core component of autism spectrum disorders (ASD). Individuals with ASD have difficulties in a number of functions such as assuming anticipatory postures, imitating body movements, producing and understanding gestures, and recognizing motor intentions. Such cognitive-motor abilities are all involved in pantomime. However, the available evidence on the production and comprehension of pantomime in individuals with ASD is still inconclusive. The current investigation assessed pantomime comprehension in 40 children with high-functioning ASD and 40 children with typical development balanced for age, IQ, level of formal education, and cognitive profile. The participants were asked to watch video recordings of pantomimes representing simple transitive events enacted by actors and match them to the corresponding pictorial representations. Such pantomimes were delivered in two conditions with different levels of information content (i.e., lean or rich). The two groups of children performed similarly on these tasks. Nonetheless, children with ASD who were administered the pantomimes in the lean condition performed worse than participants who were administered the informatively richer pantomimes. The methodological implications for interpretation of previous findings and future studies are discussed.
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Registered trials
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