Department of Psychology, Queen's University, Humphrey Hall, Room 107, 62 Arch Street, Kingston, ON, K7L 3N6, Canada.
J Autism Dev Disord. 2020 Sep;50(9):3101-3113. doi: 10.1007/s10803-019-03988-0.
Research suggests that individuals with autism spectrum disorder (ASD) are unaware of their competencies in many domains. The current study examines whether self-perception of academic competency differs in children with ASD compared to typically-developing (TD) controls and whether estimations change after providing feedback. Sixty participants, 10-15 years of age, completed academic tasks and were asked to predict their performance before and after each task. The ASD group overestimated their performance compared to the TD group except when provided with feedback. The ASD group was significantly more accurate with their perceptions when receiving feedback, which suggests that they are able to process concrete feedback. Future research should attempt to understand the underlying mechanisms and functions of this bias.
研究表明，自闭症谱系障碍（ASD）个体在许多领域都无法意识到自己的能力。本研究考察了自闭症儿童与典型发育（TD）对照组相比，其对学术能力的自我感知是否存在差异，以及在提供反馈后这种估计是否会发生变化。60 名 10-15 岁的参与者完成了学术任务，并被要求在每项任务之前和之后预测自己的表现。与 TD 组相比，ASD 组在完成任务后高估了自己的表现，除了在提供反馈的情况下。当 ASD 组收到反馈时，他们对自己的感知更加准确，这表明他们能够处理具体的反馈。未来的研究应该试图理解这种偏见的潜在机制和功能。
