Abstract
Difficulties in social interaction are a central feature of Asperger syndrome. Effective social interaction involves the ability to solve interpersonal problems as and when they occur. Here we examined social problem-solving in a group of adults with Asperger syndrome and control group matched for age, gender and IQ. We also assessed autobiographical memory, on a cueing task and during social problem-solving, and examined the relationship between access to specific past experiences and social problem-solving ability. Results demonstrated a social problem-solving impairment in the Asperger group. Their solutions were less detailed, less effective and less extended in time. Autobiographical memory performance was also impaired with significantly longer latencies to retrieve specific memories and fewer specific memories retrieved in comparison to controls.
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Notes
Further education colleges in the UK provide training in practical/technical pursuits, although some academic courses are offered these are frequently attended by students who do not make it to University.
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Acknowledgments
This research was supported by funding from the Economic and Social Research Council (UK), Ref. RES-000-22-0008. We are very grateful to all who participated in the study.
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Appendix
Appendix
Means-End Problem-Solving Task Additional Scoring Procedure
Perspective Taking
A 3 point scale was devised where 0 denoted no reference within the solution to another’s perspective. A score of 1 was given where there was at least some implicit appreciation of another’s view. For example, to apologise would infer some regard for another’s viewpoint. A score of 2 was given where a more explicit understanding of another’s position was given, for example where participants advocated the need to discuss issues and compromise or try to understand how another is feeling.
References to Cognitons
A score of 1 (as opposed to 0) was given where there was a reference to the need for cognition e.g., “try to work out what he’d done wrong”.
Time Appreciation
A score of 0 was given if the solution offered implied an instant response with no time course, e.g., “He should give her some flowers and apologise”. A score of 1 was given where the solution implied some sequencing which extended over time., e.g., “John should approach his friend one-by-one to ask them why they are avoiding him”. A score of 2 was given where there was explicit mention of time required for effective problem-solving, e.g., “He should wait for a while to check that he’s not just being paranoid, then if they keep on ignoring him, approach them and ask what’s wrong’’.
Script Violation
This measure was treated very conservatively with a script violation only having deemed to occur when the solution did not resemble any other solution generated by any other participant. An edited example of a script violation (in response to being avoided by friends) is given below:
First he was wearing black shoes and the next day white shoes with stars. Friends made excuses to ignore him ‘sorry can’t talk’...He went to classroom teacher..Was confused why, they said have you changed anything about yourself, he said “no just my shoes with stars on’’. Teacher said you think about what you have just changed and he says, yes it’s probably the shoes with stars on...changed his shoes and friends stopped avoiding him.
References to Emotions
These measures recorded the incidence of emotion e.g., “after he left, she sat down and cried”
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Goddard, L., Howlin, P., Dritschel, B. et al. Autobiographical Memory and Social Problem-solving in Asperger Syndrome. J Autism Dev Disord 37, 291–300 (2007). https://doi.org/10.1007/s10803-006-0168-0
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DOI: https://doi.org/10.1007/s10803-006-0168-0