Parents report that their children with autism are often judged as undisciplined and rude (e.g., Peeters, Autism: From theoretical understanding to educational intervention, 1997). The phenomenon of a negative view of individuals with autism was studied here. Four behaviors (two problematic and two non-problematic) produced by a six-year-old child with autism were assessed on social, emotional, and cognitive dimensions by 88 adults in an "informed" or "uninformed" condition. The child was perceived more positively when identified as having autism. However, this effect was dependent on the type of behavior and the evaluative dimension used. The results indicate that the mere fact of being informed of a child's disability triggers the use of a different standard of comparison than that employed to evaluate typical children (Mussweiler and Strack, J Pers Soc Psychol 78:1038-1052, 2000).

Background: It is now well-established that sedentarity has a negative impact on the physiological functioning and health of humans, whereas very little is known about the psychological repercussions, especially in cognitive functioning. Yet, studying the cognitive effects of the sedentary lifestyle is particularly relevant in the short term for productivity and in the long term for cognitive health (accelerated aging). This systematic review therefore aims to make an inventory of the potential cognitive effects of sedentarity at the workplace.Methods: Pubmed, PsycINFO, Cochrane, Web of Science, and Scopus were searched for English-language peer-reviewed articles published between January 1, 2000 and December 31, 2017 to identify studies including sedentary behavior and objective measures from cognitive domains (cognitive inhibition, cognitive flexibility, working memory, etc.). To carry out this systematic review, the 3 keywords “Sedentary” and “Cognition” and “Work” (and their derivatives) had to appear in the title or in the summary of the paper.Results: Of the 13 papers that met the inclusion criteria, 9 were short-term interventions, 3 medium-term interventions, and 1 long-term intervention. Nine of them reported non-significant results. Two studies study reported deterioration in cognitive performance. Two reported an improvement in performance in cognitive tasks with one study with overweight adults and the only one study with a long-term intervention. However, these studies intend to reduce sedentary behavior, but do not allow answering the question of the potential cognitive effects of the sedentary lifestyle.Conclusion: These data suggest that sedentary behavior is not associated with changes in cognitive performance in interventions that intend to reduce sedentary behavior. Then, and given the trend toward increased time in sedentary behavior, long-term prospective studies of high methodological quality are recommended to clarify the relationships between sedentary behavior and the cognitive functioning. Our systematic review identifies also the need for retrospective, longitudinal, or epidemiologic studies. It also recognizes the need to standardize methodology for collecting, defining, and reporting sedentary behavior and the need to standardize the cognitive tests used. The relationship between sedentary behavior and cognitive functioning remaining uncertain, further studies are warranted for which 8 recommendations are proposed.

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IntroductionIndividuals with autism spectrum disorder (ASD) have difficulties in communication and social interaction resulting from atypical perceptual and cognitive information processing, leading to an accumulation of anxiety. Extreme overloading experienced internally may not be externally visible. Identifying stressful situations at an early stage may avoid socially problematic behaviour from occurring, such as self-injurious behaviour. Activation of the autonomous nervous system (ANS) is involved in the response to anxiety, which can be measured through heart rate variability and skin conductance with the use of portable devices, non-intrusively and pain-free. Thus, developing innovative analysis of signal perception and reaction is necessary, mainly for non-communicative individuals with autism.Methods and analysisThe protocol will take place in real life (home and social environments). We aim to associate modifications of the ANS with external events that will be recorded in a synchronous manner through a specific design (spy glasses with video/audio recording). Four phases will be carried out on ASD participants and aged-matched controls: (1) 24-hour baseline pre-experiment (physical activity, sleep), (2) 2 h in a real life situation, (3) 30 min in a quiet environment, interrupted by a few seconds of stressful sound, (4) an interview to record feelings about events triggering anxiety. ASD and control participants will be together for phases 2 and 3, revealing different physiological responses to the same situations, and thus identifying potentially problematic events. The novelty will be to apply time-series analyses (which led to several Nobel Prizes in quantitative finance) on ANS series (heart rate, heart rate variability, skin conductance) and wrist motion.Ethics and disseminationEthical approval has been obtained from Ethics Committee of Clermont-Ferrand (South-East I), France (2014-A00611–46). Trial findings will be disseminated via open-access peer-reviewed publications, conferences, clinical networks, public lectures and our websites.Trial registration numberClinicalTrials identifier NCT02275455.

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Children of 5 to 6 years are generally thought not to have acquired a sense of stable key in music. This experiment shows that specialized tutoring allows them to acquire and use the specific functions of the tonic and dominant as points of stability and boundaries for grouping rhythmic sequences in a reproduction task. Untrained children of the same age do not use the cues provided by the tonal system, but lean rather upon verbal boundaries (in the sense of syntactic constituents). Three analyses of the results demonstrated that (a) verbal and melodic cues superimposed onto rhythmic models were used differently according to the musical competence of the child; (b) children do not always respect tempo or accentuation, but generally produce highly structured sequence; (c) the temporal sequences reproduced have a hierarchical organization on two levels: local organization, which can be considered related to episodic memory and global organization, which is related to semantic memory and so is dependent on the subject's musical knowledge.