Children with autism spectrum disorder are more trusting than typically developing children

Yi, Li; Pan, Junhao; Fan, Yuebo; Zou, Xiaobing; Wang, Xianmai; Lee, Kang

doi:10.1016/j.jecp.2013.05.005

Cited by 15 publications

(10 citation statements)

References 28 publications

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“…Our ability to trust others can be impaired as a result of negative social experiences and insecure attachment (Corriveau et al, 2009) and in a number of mental disorders such as schizophrenia (Keri et al, 2009), and some personality disorders such as borderline personality disorder (Fonagy et al, 2015). On the other hand, individuals with disorders, such as Autism Spectrum Disorder may have problems in accurately perceiving trust cues (Yi et al, 2013; Ewing et al, 2015) and therefore find it harder to detect when they are being deceived. However, in the context of clinical studies, intranasal OXT has been found to actually reduce trust in subjects with borderline personality disorder (Bartz et al, 2011a), particularly in individuals with experience of childhood trauma (Ebert et al, 2013).…”

Section: Oxytocin and Interpersonal Trust In Clinical Populationsmentioning

confidence: 99%

Oxytocin Facilitates Social Learning by Promoting Conformity to Trusted Individuals

2019

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There is considerable interest in the role of the neuropeptide oxytocin in promoting social cohesion both in terms of promoting specific social bonds and also more generally for increasing our willingness to trust others and/or to conform to their opinions. These latter findings may also be important in the context of a modulatory role for oxytocin in improving the efficacy of behavioral therapy in psychiatric disorders. However, the original landmark studies claiming an important role for oxytocin in enhancing trust in others, primarily using economic game strategies, have been questioned by subsequent meta-analytic approaches or failure to reproduce findings in different contexts. On the other hand, a growing number of studies have consistently reported that oxytocin promotes conformity to the views of groups of in-group individuals. Most recently we have found that oxytocin can increase acceptance of social advice given by individual experts without influencing their perceived trustworthiness per se, but that increased conformity in this context is associated with how much an expert is initially trusted and liked. Oxytocin can also enhance the impact of information given by experts by facilitating expectancy and placebo effects. Here we therefore propose that a key role for oxytocin is not in facilitating social trust per se but in conforming to, and learning from, trusted individuals who are either in-group members and/or perceived experts. The implications of this for social learning and use of oxytocin as an adjunct to behavioral therapy in psychiatric disorders are discussed.

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Section: Oxytocin and Interpersonal Trust In Clinical Populationsmentioning

confidence: 99%

Oxytocin Facilitates Social Learning by Promoting Conformity to Trusted Individuals

2019

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“…To our knowledge, only one study has explored selective trust behaviour in children with ASD, and this experiment did not consider the role of facial appearances. Rather, Yi et al (2013) investigated whether young school-aged children with ASD might be predisposed to somewhat ‘blindly’ trust information provided to them by others. In the context of a hide and seek game, the authors reported that children with ASD were more – but not indiscriminately – trusting than were typical children when provided with information about the location of a hidden reward by unfamiliar adults.…”

mentioning

confidence: 99%

Appearance-based trust behaviour is reduced in children with autism spectrum disorder

Ewing

Caulfield

Read

et al. 2014

Autism

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Typical individuals make rapid and reliable evaluations of trustworthiness from facial appearances, which can powerfully influence behaviour. However, the same may not be true for children with autism spectrum disorder. Using an economic trust game, the current study revealed that like typical children, children with autism spectrum disorder rationally modulate their trust behaviour based on non-face cues to partner trustworthiness (e.g. reputation information). Critically, however, they are no more likely to place their trust in partners with faces that look trustworthy to them, than those that look untrustworthy. These results cannot be accounted for by any group differences in children’s conceptualization of trustworthiness, ability to read trustworthiness from faces or understanding of the experimental paradigm. Instead, they seem to suggest that there may be a selective failure to spontaneously use facial cues to trustworthiness to guide behaviour in an ecologically valid context

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“…Inclusiveness within collaborative activities can be a problem, too. If a mix of vociferous and quieter students are in the same team, it can lead to unresolved conflicts [1], [13] [30]- [32]. ASD is a condition where atypical emotion recognition, reduced eye contact, and lack of socio-emotional reciprocity can interfere with communications and understanding of social situations [33].…”

Section: B Challenges To Effectiveness Efficiency and Inclusiveness O...mentioning

confidence: 99%

“…Cognitive trust forms as knowledge of past performance of teammates increases [7], [44]. The feeling of being genuinely cared for and supported by teammates (citizenship) helps form affective trust; and the frequency of such interactions feeds into conative trust, but it also feeds back into affective and cognitive trusts [7], [13]- [14], [43]- [45]. Within educational settings, affective and cognitive trust has been reported to take at least 8 sessions to develop [7].…”

Section: B Theoretical Frameworkmentioning

confidence: 99%

“…A focus on supporting NAT students is getting increasingly more relevant to engineering education as more diagnosed and un-diagnosed NAT students join engineering courses [9]- [12]. Due to socio-communication challenges, NAT students may find it difficult to correctly place their trust in other teammates [13]- [14]. As studies looking at trust and supporting NAT students in educational settings are rare, this study addresses these gaps.…”

Section: Introductionmentioning

confidence: 99%

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Orchestrating Learning Together and Development of Team-Trust in Neurologically Typical and Neurologically Atypical Students: A Multicase Study

Malik

Sime

2022

IEEE Trans. Educ.

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Contribution: This multi-case study compares Computer Orchestrated Learning Together (COLT) and Student Orchestrated Learning Together (SOLT) in cooperatively preparing first year university students for collaborative activities. COLT using Computer Orchestrated Group Learning Environment (COGLE), was perceived efficient, effective and inclusive for team effectiveness as it helps build domain knowledge and trust between neurotypical (NT) and/or neuro-atypical (NAT) teammates. This study confirms existing and identifies two new antecedents for trust, namely: resolving cognitive conflicts and real-time updates to domain knowledge. Background: Industrial and organizational psychology literature links effective teamworking with domain knowledge and trust. Building teamtrust within a short period can be challenging, in particular in mixed teams of NT and NAT students. Facilitating teamwork can be resource hungry. Educational studies on trust and teamwork are therefore rare. Research Questions: This study investigates how orchestration affects teamwork by asking: 1) How does computer and student orchestration affect domain knowledge acquisition in neuro-typical and neuro-atypical students? 2) How does computer and student orchestration affect the development of trust between neuro-typical and/or neuro-atypical students? Methodology: Both qualitative and quantitative data were captured at multiple points within multiple (literal and theoretical replication) cases. Case summaries and a cross-case analysis provided further data and the methodological triangulation needed for analytical generalization. Findings: COGLE's scaffolding and non-social prompts for cooperation, shared goal orientation, shared monitoring, and shared working not only helped NT and NAT students learn together but also helped develop team-trust quickly. Delayed interactions, low team-trust, and clique formation were seen in SOLT teams.

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Children with autism spectrum disorder are more trusting than typically developing children

Cited by 15 publications

References 28 publications

Oxytocin Facilitates Social Learning by Promoting Conformity to Trusted Individuals

Oxytocin Facilitates Social Learning by Promoting Conformity to Trusted Individuals

Appearance-based trust behaviour is reduced in children with autism spectrum disorder

Orchestrating Learning Together and Development of Team-Trust in Neurologically Typical and Neurologically Atypical Students: A Multicase Study

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