Do Children with Autism have Expectancies about the Social Behaviour of Unfamiliar People?

By Jacqueline Nadel, S. Croue, M. Mattlinger, P. Canet, C. Hudelot, C. Lecuyer, M. Martini. 2000

113 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/7aad46ee1c02695bbc7672452b0f7b8c48e44fe6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Robert T. Schultz
2. M. Bakermans‐Kranenburg
3. Fred Volkmar
4. Marinus H. van IJzendoorn
5. Sally J. Rogers
6. J. Mesman
7. Hanne De Jaegher
8. Brian Scassellati

In Developmental and Educational Psychology

1. Robert T. Schultz
2. Fred Volkmar
3. Marinus H. van IJzendoorn
4. Sally J. Rogers
5. J. Mesman
6. Hanne De Jaegher
7. Brian Scassellati
8. Brooke Ingersoll

In Education

1. M. Bakermans‐Kranenburg
2. Fred Volkmar
3. Marinus H. van IJzendoorn
4. J. Mesman

Citations in the corpus

• The many faces of the Still-Face Paradigm: A review and meta-analysis (2009, methodology): “These results confirm the findings by Escalona et al. (2002) and Nadel et al. (2000) regarding the positive effect of imitation on these children's social behavior, regardless of differences in child age and specific procedures between the three studies.”
• The enactive mind, or from actions to cognition: lessons from autism. (2003, background): “One study of the still-face effect involving children with autism has failed to document this normative pattern of response (Nadel et al. 2000).”
• Imitation performance in toddlers with autism and those with other developmental disorders. (2003, background): “Nadel et al. (2000) and Dawson and Galpert (1990) demonstrated that children with autism responded with increased social initiative, orienting, and engagement after adults imitated their actions with objects.”