Speeded reasoning moderates the inverse relationship between autistic traits and emotion recognition

Bertrams, Alex; Schlegel, Katja (2020). Speeded reasoning moderates the inverse relationship between autistic traits and emotion recognition. Autism, 24(8), pp. 2304-2309. Sage 10.1177/1362361320937090

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People with diagnosed autism or being high in autistic traits have been found to have difficulties with recognizing emotions from nonverbal expressions. In this study, we investigated whether speeded reasoning (reasoning performance under time pressure) moderates the inverse relationship between autistic traits and emotion recognition performance. We expected the negative correlation between autistic traits and emotion recognition to be less strong when speeded reasoning was high. The underlying assumption is that people high in autistic traits can compensate for their low intuition in recognizing emotions through quick analytical information processing. A paid online sample (N = 217) completed the 10-item version of the Autism Spectrum Quotient, two emotion recognition tests using videos with sound (Geneva Emotion Recognition Test) and pictures (Reading the Mind in the Eyes Test), and Baddeley’s Grammatical Reasoning Test to measure speeded reasoning. As expected, the inverse relationship between autistic traits and emotion recognition performance was less pronounced for individuals with high compared to low speeded reasoning ability. These results suggest that a high ability in making quick mental inferences may (partly) compensate for difficulties with intuitive emotion recognition related to autistic traits.

Item Type:

Journal Article (Original Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Psychology
07 Faculty of Human Sciences > Institute of Psychology > Personality Psychology, Differential Psychology and Diagnostics
07 Faculty of Human Sciences > Institute of Education > Educational Psychology

UniBE Contributor:

Bertrams, Alexander Gregor and Schlegel, Katja

Subjects:

100 Philosophy > 150 Psychology
300 Social sciences, sociology & anthropology > 370 Education

ISSN:

1362-3613

Publisher:

Sage

Language:

English

Submitter:

Karin Dubler

Date Deposited:

13 Apr 2021 08:43

Last Modified:

13 Apr 2021 08:51

Publisher DOI:

10.1177/1362361320937090

PubMed ID:

32650646

BORIS DOI:

10.48350/153450

URI:

https://boris.unibe.ch/id/eprint/153450

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