We hypothesized that autistic adults may be erroneously judged as deceptive or lacking credibility due to demonstrating unexpected and atypical behaviors. Thirty autistic and 29 neurotypical individuals participated in video-recorded interviews, and we measured their demonstration of gaze aversion, repetitive body movements, literal interpretation of figurative language, poor reciprocity, and flat affect. Participants (N = 1410) viewed one of these videos and rated their perception of the individual’s truthfulness or credibility. The hypothesis was partially supported, with autistic individuals perceived as more deceptive and less credible than neurotypical individuals when telling the truth. However, this relationship was not influenced by the presence of any of the target behaviors, but instead, by the individual’s overall presentation.

/pdf/autistic-adults-may-be-erroneously-perceived-as-deceptive-2yuvptumhi.pdf

Autistic Adults May Be Erroneously Perceived as Deceptive and Lacking Credibility.

The purpose of the present study was to investigate the direct and indirect relationships between autism traits and listening comprehension among Chinese preschool children with autism, of varying verbal and non-verbal IQ. Ninety-eight (N = 98) children aged from 35 to 86 months participated in the study. Autism traits were measured with the Chinese version of the Autism Spectrum Quotient: Children’s Version (AQ-Child) (Auyeung et al., J Autism Dev Disord 38:1230–1240. https://doi.org/10.1007/s10803-007-0504-z, 2008). We found that among all five autism traits, social skills and imagination deficits were closely associated with overall listening comprehension. Specifically, children’s imagination, communication, and social skills had direct effects on their listening comprehension of literal statements. Attention switching had an indirect effect on listening comprehension of inferential statements. We discuss the findings in relation to previous research on listening comprehension from a situation model perspective. The research has practical implications concerning the improvement of listening comprehension skills among children with autism spectrum disorder.

The relationship between autism traits and listening comprehension among Chinese preschool children with autism spectrum disorder

Behaviors such as gaze aversion and repetitive movements are commonly believed to be signs of deception and low credibility; however, they may also be characteristic of individuals with developmental or mental health conditions. We examined the effect of five behaviors that are common among autistic individuals—gaze aversion, repetitive movements, misinterpretation of figurative language, monologues, and flat affect—on observers' evaluations of deception and credibility. This study focused on judgments made in everyday social situations which contrasts with most previous studies which have examined such judgments in contexts (e.g., legal proceedings) where they are of primary importance. In three experiments, we presented participants with video segments of individuals being interviewed about biographical information and participants then indicated their perception of the individuals' truthfulness and credibility. Overall, individuals were perceived as more deceptive and less credible when they displayed autistic behaviors than when they did not; however, the effect sizes detected were weak. 

The Effect of Autistic Behaviors on Evaluations of Deception and Credibility in Everyday Social Situations

Impaired speech sound production adds difficulties to social communication in children with Autism Spectrum Disorder (ASD), while a limited attempt has been made to figure out the speech sound production among Mandarin-speaking children with ASD. The current study conducted both auditory-perceptual scoring and quantitative acoustic analysis of speech sound imitated by 27 Mandarin-speaking children with ASD (3.33-7.00 years) and 30 chronological-age-matched typically developing (TD) children. Auditory-perceptual scoring showed significantly lower scores for aspirated/unaspirated consonants and monophthongs in children with ASD. Moreover, the correlation between the developmental age of language and production accuracy in children with ASD emphasised the importance of language assessment. The quantitative acoustic analysis further indicated that the ASD group produced a much shorter voice onset time for aspirated consonants and showed a reduced vowel space than the TD group. Early interventions focusing on these production patterns should be introduced to improve the speech sound production in Mandarin-speaking children with ASD.

Production of Mandarin consonant aspiration and monophthongs in children with Autism Spectrum Disorder.

The Relationship Between Theory of Mind and Listening Comprehension Among Chinese Preschoolers with and without Autism Spectrum Disorder

While it has been proposed, following relevance theory, that similes can be understood at a purely literal level on a par with literal statements, it remains unclear whether children with h...

Comprehension of literal statements and similes in Cantonese-speaking children with and without autism spectrum disorders.

Phonetic entrainment is a phenomenon in which people adjust their phonetic features to approach those of their conversation partner. Individuals with Autism Spectrum Disorder (ASD) have been reported to show some deficits in entrainment during their interactions with human interlocutors, though deficits in terms of significant differences from typically developing (TD) controls were not always registered. One reason related to the inconsistencies of whether deficits are detected or not in autistic individuals is that the conversation partner’s speech could hardly be controlled, and both the participants and the partners might be adjusting their phonetic features. The variabilities in the speech of conversation partners and various social traits exhibited might make the phonetic entrainment (if any) of the participants less detectable. In this study, we attempted to reduce the variability of the interlocutors by employing a social robot and having it do a goal-directed conversation task with children with and without ASD. Fourteen autistic children and 12 TD children participated the current study in their second language English. Results showed that autistic children showed comparable vowel formants and mean fundamental frequency (f0) entrainment as their TD peers, but they did not entrain their f0 range as the TD group did. These findings suggest that autistic children were capable of exhibiting phonetic entrainment behaviors similar to TD children in vowel formants and f0, particularly in a less complex situation where the speech features and social traits of the interlocutor were controlled. Furthermore, the utilization of a social robot may have increased the interest of these children in phonetic entrainment. On the other hand, entrainment of f0 range was more challenging for these autistic children even in a more controlled situation. This study demonstrates the viability and potential of using human-robot interactions as a novel method to evaluate abilities and deficits in phonetic entrainment in autistic children.

/pdf/phonetic-entrainment-in-l2-human-robot-interaction-an-3ph9pild.pdf

Phonetic entrainment in L2 human-robot interaction: an investigation of children with and without autism spectrum disorder

/pdf/phonetic-convergence-of-children-with-and-without-autism-in-wbnpsrg5.pdf

Phonetic convergence of children with and without autism in robot interaction

Autism Spectrum Disorder (ASD) is a neurological and developmental disorder and people with ASD are found to have difficulties in speech communication and social interactions. Previous studies revealed that the performance of autistic children in emotion recognition from music and speech was less accurate compared to typically developing (TD) controls. However, there are few studies on emotion recognition from tonal languages and a direct comparison between speech and music. The current study examined emotion recognition by Cantonese-speaking children with and without ASD aged from 8 to 11. The stimuli for speech perception were recorded by an actor and the clips for music perception were segmented from piano songs, presenting different emotions (angry, happy, sad, fear, and tender). Results showed that ASD group showed a higher accuracy rate in recognizing fear and tender and a lower rate in recognizing angry, happy, and sad in the emotion recognition from speech, though the results did not reach significance. The identification rate from music differed significantly from the TD group, showing a lower accuracy in general. The outcome indicates that Cantonese ASD children may have difficulties in emotion recognition more from music and may have a better judgment on certain negative emotions like fear.

Emotion recognition in speech and music of Cantonese children with autism spectrum disorder

The current study investigated the production of English prosody (i.e., focus marking) of trilingual Cantonese children with autism spectrum disorder (ASD) and their typically developing (TD) peers (i.e., Cantonese and American English children without ASD) using declarative questions. Speech materials were segmented at word and syllable levels, and word duration, f0, f0 range and intensity were extracted. Acoustic data were fitted using linear mixed-effects models with different explanatory variables followed by a likelihood ratio test. Between group comparison showed that the ASD group had significantly more fluctuating f0 range in post-focus words than the TD groups, which is likely to be an indication of hypercorrection, i.e., over-application of perceived prosodic pattern in English declarative questions. Within groups, the Cantonese children showed different patterns to the English children in terms of the interaction between the acoustic measures and on-focus expansion and post-focus compression. The Cantonese ASD group showed some degree of post-focus compression in terms of duration and mean f0, while the Cantonese TD group only had such pattern in terms of mean f0. The English TD group had a tendency of on-focus expansion in terms of duration and f0 range, but post-focus words showed significantly higher mean f0 than the pre- and on-focus ones, probably due to the question intonation.

Declarative or declarative question?—On the acoustics of English prosody of Hong Kong trilingual children with autism spectrum disorder

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