Article
Psychology, Multidisciplinary
Ulrich Max Schaller, Monica Biscaldi, Anna Burkhardt, Christian Fleischhaker, Michael Herbert, Anna Isringhausen, Ludger Tebartz van Elst, Reinhold Rauh
Summary: In a standardized diagnostic setting, gaze behavior of children and adolescents with and without Autism Spectrum Conditions (ASCs) during social interaction was recorded. Significant group differences, especially in the central-face area, were found, indicating that neurotypically developed controls seem to process faces and facial expressions in a holistic manner originating from the central-face region, while participants on the Autism Spectrum show unsystematic gaze behavior and avoid the central-face region as the primary point of face perception. Replication of these findings in future research is crucial.
FRONTIERS IN PSYCHOLOGY
(2021)
Article
Psychology, Multidisciplinary
Emmy Vrieling-Teunter, Maartje Henderikx, Rob Nadolski, Karel Kreijns
Summary: Numerous studies emphasize the importance of students' self-regulated learning skills for successful learning. This study explores the essential elements in the regulation of online peer interaction, including social presence, social space, and sociability. The results suggest that the planning phase is crucial for supporting students' social presence, while sociability becomes less prominent in the self-regulation process. In later phases, students seek other ways to increase their social presence and social space, shaping peer interaction from a position of trust. In the evaluation phase, students are aware of the importance of social presence but less so of social space for regulating peer interaction.
FRONTIERS IN PSYCHOLOGY
(2022)
Article
Psychology, Multidisciplinary
Jia Miao, Li Ma
Summary: Online learning has played a significant role in achieving professional and academic qualifications in higher education. This study explored the correlation between online interaction, self-regulation learning, social presence, and learning engagement in an online learning environment. The findings indicated that online interaction indirectly affected learning engagement through social presence. In addition, social presence affected learning engagement, self-regulation affected social presence, and social presence mediated the relationship between self-regulation and learning engagement. The study highlighted the importance of self-regulation learning and social presence in promoting learning engagement in online environments.
FRONTIERS IN PSYCHOLOGY
(2022)
Article
Psychology, Developmental
Cheryl L. Dickter, Joshua A. Burk, Laura Gutermuth Anthony, Hillary A. Robertson, Alyssa Verbalis, Sydney Seese, Yetta Myrick, Bruno J. Anthony
Summary: This study aimed to reduce implicit bias against children with autism by providing online educational resources and found that positive changes in parents' explicit attitudes and knowledge were associated with a greater sense of empowerment.
Article
Chemistry, Analytical
Chris Lytridis, Vassilis G. Kaburlasos, Christos Bazinas, George A. Papakostas, George Sidiropoulos, Vasiliki-Aliki Nikopoulou, Vasiliki Holeva, Maria Papadopoulou, Athanasios Evangeliou
Summary: This study presents novel tools for analyzing human behavior data in robot-assisted special education. By investigating the causal relationship between specific robot actions and observed child behavioral states, the study aims to improve intervention design.
Review
Psychology, Developmental
Giacomo Vivanti, Daniel S. Messinger
Summary: The purely descriptive definition of autism introduced by the DSM III in 1980 marked a departure from previous editions and opened the door for various novel theories to conceptualize autism. This article examines different theoretical orientations and their impact on research and practice, exploring overlaps and conflicts between current theories, and their relevance in the evolving landscape of scientific knowledge and societal views of autism.
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
(2021)
Article
Biochemistry & Molecular Biology
Samuel Essler, Tamara Becher, Carolina Pletti, Burkhard Gniewosz, Markus Paulus
Summary: This article explores the psychological processes that influence the development of infants' imitation abilities. The results demonstrate that being imitated by sensitive caregivers in infancy positively predicts infants' imitation abilities. This provides substantial evidence for understanding the key factors in human cultural learning.
Article
Behavioral Sciences
Danna Oomen, Emiel Cracco, Marcel Brass, Jan R. Wiersema
Summary: Many studies on social stimuli processing have been conducted to explain the social difficulties in autism, but most of them have used basic social stimuli that do not resemble the complexity of daily social interactions. In this study, the focus was on investigating the recognition of social interaction in adults with and without autism. The results suggest that individuals with autism are able to recognize social interactions, but may not extract the same information or use the extracted information differently.
Article
Psychiatry
Ping- Lin, Mohammad Ali Moni, Susan Shur-Fen Gau, Valsamma Eapen
Summary: This study used machine learning algorithms to analyze microarray data of autism spectrum disorder (ASD) patients and identified two clusters with relatively homogeneous clinical features. It was found that cholesterol biosynthesis and metabolism pathways play a significant role in influencing the severity of social communication deficits in ASD. By analyzing gene expression data, it is possible to accurately predict ASD subtypes with language impairment.
FRONTIERS IN PSYCHIATRY
(2021)
Article
Education & Educational Research
Sinan Keskin, Muhittin Sahin, Sait Uluc, Halil Yurdugul
Summary: This study developed a scale to identify social anxiety levels in e-learning environments, which was validated through factor analysis and validity tests.
INTERACTIVE LEARNING ENVIRONMENTS
(2023)
Article
Education & Educational Research
R. A. Crane, S. Comley
Summary: Massive open online courses (MOOCs) are effective, flexible, and allow large participation in distance learning. Social Learners who engage in MOOC forums are more likely to complete the courses, despite being in the minority compared to Non-Social Learners. Further research is needed to understand the value of Social Learning and its impact on student retention in MOOCs.
EDUCATION AND INFORMATION TECHNOLOGIES
(2021)
Article
Clinical Neurology
Grazia Maria Giovanna Pastorino, Francesca Felicia Operto, Chiara Padovano, Valentina Vivenzio, Chiara Scuoppo, Nazareno Pastorino, Michele Roccella, Luigi Vetri, Marco Carotenuto, Giangennaro Coppola
Summary: Children and adolescents with epilepsy, ASD, or SLD show significant deficits in emotion recognition and Theory of Mind compared to typical development controls. The ASD group had the lowest performance, with impairment also present in the SLD and epilepsy groups. The study highlights the importance of addressing social cognition difficulties in these clinical populations.
FRONTIERS IN NEUROLOGY
(2021)
Article
Green & Sustainable Science & Technology
Claudia E. Stoian, Marcela A. Farcasiu, Gabriel-Mugurel Dragomir, Vasile Gherhes
Summary: The COVID-19 pandemic has greatly impacted education, and this research aims to improve face-to-face education by understanding students' preferences for online education. The results indicate that students prefer teachers' support, online educational platforms, and communication with teachers and peers, providing practical suggestions for future blended learning.
Article
Education & Educational Research
Maarit Arvaja, Raija Hamalainen
Summary: This conceptual paper explores online collaborative interaction from the perspective of dialogicality, aiming to reconceptualize productive interaction and its research focus by emphasizing dialogic features. Drawing from data of an online university course, the article conceptually analyzes specified components of dialogicality and discusses the conceptual framework connecting different contexts in dialogic meaning-making. The authors also explore their conceptual and empirical findings from a pedagogical perspective.
INTERNET AND HIGHER EDUCATION
(2021)
Article
Psychology, Multidisciplinary
Stephan Lewandowsky, Ronald E. Robertson, Renee DiResta
Summary: This article examines the interaction between social media platforms, search engines, and human behavior in relation to curated online content. It emphasizes that the interactions people have with algorithms not only shape their experiences in the moment but also have long-term effects through modifications of the underlying social-network structure. However, understanding these interactions is challenging due to the lack of access to relevant platform data for researchers. The article argues that increased transparency, data sharing, and protections for external researchers are necessary to better understand the entanglement between humans and algorithms.
PERSPECTIVES ON PSYCHOLOGICAL SCIENCE
(2023)