<p>W. Ickes, L. Stinson, V, Bisonette och S. Garcia (1990) standard stimulus paradigm är en metod för att mäta avläsning av en individs tankar och känslor. För att undersöka tjejer och killars empatiska avläsningsförmåga testades gymnasieelever med Ickes metod. Nittioåtta elever fick se en film som stannades av undersökningsledarna vid tio tillfällen. Deltagarna skulle vid varje stopp försöka läsa av kvinnan i filmens tankar och känslor och skriva ner dessa. Resultaten visade att tjejer är bättre än killar på att läsa av andra. Betyg i svenska och samhällskunskap, men inte matematik hade positivt samband med empati. Studien visade också att individer som gråter ofta har bra avläsningsförmåga. Tjejer med bra betyg och nära till gråt verkar ha de bästa intellektuella och emotionella verktygen för empatisk avläsning.</p>

W. Ickes, L. Stinson, V, Bisonette och S. Garcia (1990) standard stimulus paradigm är en metod för att mäta avläsning av en individs tankar och känslor. För att undersöka tjejer och killars empatiska avläsningsförmåga testades gymnasieelever med Ickes metod. Nittioåtta elever fick se en film som stannades av undersökningsledarna vid tio tillfällen. Deltagarna skulle vid varje stopp försöka läsa av kvinnan i filmens tankar och känslor och skriva ner dessa. Resultaten visade att tjejer är bättre än killar på att läsa av andra. Betyg i svenska och samhällskunskap, men inte matematik hade positivt samband med empati. Studien visade också att individer som gråter ofta har bra avläsningsförmåga. Tjejer med bra betyg och nära till gråt verkar ha de bästa intellektuella och emotionella verktygen för empatisk avläsning.

Yes / The link between autistic people having a mind that is difficult to read (by neurotypical participants) and being perceived unfavorably was investigated. Videoed Autistic and neurotypical targets from Sheppard et al. (PLOS ONE 7(11):e49859, 2016) were scored for how readable they were when reacting to a distinctive greeting from the experimenter. These videos were presented to new groups of perceivers (neurotypical adults) who rated neurotypical targets more socially favorably than autistic targets irrespective of whether details of the experimenter’s greeting were concealed (Study 1) or disclosed (Study 2). Target readability correlated with ratings of target favorability (r = .58 and r = .63), independent of target diagnosis. Perceivers might rate targets unfavorably because they experience difficulty reading them, though other interpretations of the correlation are also possible. / Saudi Government Scholarship from the Saudi Arabian Cultural Bureau (SACB).

Why are there individual differences in people&amp / #8217 / s bodily communication performance success? Which variables may be responsible for the variation in the performance success? Which analogies would appear to dominate in bodily communication, and in what ways would the metaphorization and metonymization processes operate? In this study, the relationship of bodily communication performance with cognitive and personality variables was investigated. 218 students participated to the first phase of the study while 88 of them participated to the second phase of it. In the first phase, a set of tests was given successively to determine the levels of certain cognitive and personality variables. In the experimental setting, the participants were instructed to communicate certain words one by one nonverbally just as in the &amp / #8216 / Silent Movie&amp / #8217 / game. The stability of bodily communication expectancy ratings, the factor structure of bodily communication performance and the frequency of the ways of representation for each word were analyzed. Interrater reliability analysis, third eye analysis and case studies were conducted / the unsuccessful representations were described and finally, structural equation modeling results were presented. The theories and research on personality and cognition, metaphors, metonymies, analogies, bodily representations, mind-reading, pragmatics and the notion of relevance were reviewed in the dissertation and after the exposition of the strategies, schemata and scripts employed in the experiments, a model of bodily communication was proposed aiming to integrate the manifold aspects of bodily communication.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-12-14T11:43:54Z No. of bitstreams: 1 Caroline Campos Rodrigues da Silva.pdf: 669146 bytes, checksum: 0a3431282bf9917df655117ba62cb734 (MD5) / Made available in DSpace on 2018-12-14T11:43:54Z (GMT). No. of bitstreams: 1 Caroline Campos Rodrigues da Silva.pdf: 669146 bytes, checksum: 0a3431282bf9917df655117ba62cb734 (MD5) Previous issue date: 2018-11-26 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The ability to infer what other people think and to identify the intentionality of actions is defined as theory of mind, which is a useful cognitive ability to the adaptation within the social world, since it is proper from the human being to regulate a considerable part of their actions based on the knowledge about the intentions of others This study aims to review articles about the emergence and development of the theory of mind in infants. The search was was conducted in Science Direct, Scielo and PsycNet, obtained 399 results, which 46 articles were analyzed regarding to the development of theory of mind before expressive language. The analysis led to five thematic categories: (a) theoretical articles about the development and emergence of theory of mind; (b) articles regarding the development of false belief; (c) implications of the kind of parental care to the development of theory of mind; (d) studies about intentional communication and (e) studies about the comprehension of mental states. It was possible to ascertain that a great part of these researches were about children between 13 and 18 months. The results also suggest lack of consensus among researchers regarding to the moment when the theory of mind emerges or when it actually becomes a theory / A habilidade de inferir o que outras pessoas estão pensando e identificar a intencionalidade de ações é denominada teoria da mente, uma habilidade cognitiva útil para adaptação ao mundo social uma vez que é próprio do ser humano regular uma parte considerável de suas ações tendo como base os conhecimentos adquiridos acerca das intenções dos outros. Foi objetivo desta pesquisa realizar uma revisão de literatura a respeito da emergência e do desenvolvimento da teoria da mente em bebês. A busca foi realizada nas bases Science Direct, Scielo e PsycNet e obteve 399 resultados, dos quais foram analisados 46 artigos referentes ao desenvolvimento da teoria da mente antes da linguagem expressiva. A análise levou à formação de cinco categorias temáticas: (a) artigos teóricos sobre o desenvolvimento e emergência da teoria da mente; (b) artigos a respeito do desenvolvimento da crença falsa; (c) implicações do tipo de cuidado parental no desenvolvimento da teoria da mente; (d) estudos sobre comunicação intencional e (e) estudos sobre compreensão de estados mentais. Foi possível verificar que grande parte dessas pesquisas foram realizadas com crianças entre 13 e 18 meses. Observou-se, também, ausência de consenso entre os pesquisadores a respeito de qual momento a teoria de mente emerge ou quando ela se torna, de fato, uma teoria

Children with autism spectrum disorder (ASD) show significant deficits in communication, emotion recognition, perspective taking, and social skills. One intervention gaining increased attention is the use of computer assisted instruction (CAI) to teach social, emotional and perspective-taking skills to individuals with ASD with the purpose of improving theory of mind skills. This study evaluated the effectiveness of CAI for improving theory of mind skills in four children with high functioning autism ages 5 to 12 years. A single-subject multiple baseline research design across participants was utilized to evaluate the effectiveness of CAI. The software contained 22 instructional scenarios that asked participants to identify emotions of characters based on situational cues displayed in line drawn pictures and audio feedback for correct and incorrect responses. Mind-reading skills were assessed using ten randomly selected scenarios for various emotions and no audio feedback. Visual analysis of the data revealed that all four participants increased mind-reading skills during the CAI condition. Additionally, this study evaluated levels of task engagement during experimental conditions. Three of the four participants showed an increase in task engagement during CAI compared to paper-based social stories used during baseline. Generalization of skills was assessed through the use of social scenarios acted out by family members of participants. All four participants were able to correctly identify emotions displayed in generalization scenarios. Results demonstrated that CAI was an effective and socially viable method for improving ToM skills in children with autism and they could generalize their skills to untrained settings.

Brain neural activity generates electrical discharges, which manifest as electrical and magnetic potentials around the scalp. Those potentials can be registered with magnetoencephalography (MEG) and electroencephalography (EEG) devices. Data acquired by M/EEG is extremely difficult to work with due to the inherent complexity of underlying brain processes and low signal-to-noise ratio (SNR). Machine learning techniques have to be employed in order to reveal the underlying structure of the signal and to understand the brain state. This thesis explores a diverse range of machine learning techniques which model the structure of M/EEG data in order to decode the mental state. It focuses on measuring a subject's variability and on modeling intrasubject variability. We propose to measure subject variability with a spectral clustering setup. Further, we extend this approach to a unified classification framework based on Laplacian regularized support vector machine (SVM). We solve the issue of intrasubject variability by employing a model with latent variables (based on a latent SVM). Latent variables describe transformations that map samples into a comparable state. We focus mainly on intrasubject experiments to model temporal misalignment.