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This study examines the public stigma of children with autism spectrum disorder (ASD) by their school-aged peers, focusing on both explicit and implicit attitudes. The twofold aims were to provide a broader picture of public stigma and to explore age-related changes in attitudes. Students completed an explicit measure of the public stigma and an implicit measure of attitudes after watching a video displaying children with ASD vs. typically developing (TD) children. Both measures showed more negative perceptions towards children with ASD compared to TD children. However, while explicit attitudes improved with age, implicit attitudes remained constantly negative. This finding suggests that both explicit and implicit attitudes should be considered when promoting an inclusive climate at school.

Newly measured rating norms provide a database of emotion-related dimensions for 524 French trait words. Measures include valence, approach/avoidance tendencies associated with the trait, possessor-and other-relevance of the trait, and discrete emotions conveyed by the trait (i.e., anger, disgust, fear, happiness, and sadness). The normative data were obtained from 328 participants and were revealed to be stable across samples and gender. These data go beyond a dimensional structure and consider more fine-grained descriptions such as the categorical emotions, as well as the perspective of the evaluator conveyed by the traits. They should thus be particularly useful for researchers interested in emotion or in the emotional dimension of cognition, action, or personality. The database is available as supplementary material.