Developmental changes in the embodied self of spatial perspective taking

Watanabe, Masahisa

doi:10.1111/bjdp.12126

Cited by 9 publications

(9 citation statements)

References 52 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It seems that explicitly defining the viewpoint by telling them, "Looking from the driver's viewpoint," activated embodied transformation and viewpoint-movement behavior occurred. It is possible that conducting the task while seated on the carpet lowered the burden of body movement or stimulated somatic sensations (Watanabe, 2016) at the time. Furthermore, Kessler and Thomson (2010) demonstrated that response times could be shortened and accurate response rates increased by orienting one's own body in the direction of the viewpoint of the other.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, it has been suggested that spontaneous PT2 can be triggered by factors such as another person's eye contact or referential pointing to an object (Zhao et al, 2016). Furthermore, the strength of stimuli producing somatic sensations may affect embodied transformation, as response times become shorter when performing a task standing in an unstable position compared with being seated in a chair (Watanabe, 2016).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Difficulties in spontaneously performing level 2 perspective-taking skills in children with autism spectrum disorder

Asaoka

Takahashi

Chen

et al. 2019

AIA

View full text Add to dashboard Cite

Purpose The purpose of this paper is to investigate why children with autism spectrum disorder (ASD) tend to respond to tasks from their own perspective. The authors investigated the effects of explicitness of viewpoint on performance of spontaneous level 2 perspective-taking skills in six- to eight-year-old children with ASD. Design/methodology/approach The authors conducted visual perspective-taking tasks with explicit and implicit instructions about the viewpoint to be used. Participants operated a toy car on a map while listening to the experimenter’s instructions. In the implicit condition, when the experimenter said “Turn right/left” at each intersection, the participants moved the car accordingly. Subsequently, in the explicit condition, the experimenter said “Look from the driver’s viewpoint and turn right/left” at each intersection. Findings In the implicit condition, the authors did not observe a clear developmental change in performance between six- and eight-year-old children in the ASD group. In contrast, performance in the ASD group improved under the explicit condition relative to that under the implicit condition. Originality/value The results suggest six- to eight-year-old children with ASD tend not to spontaneously use level 2 perspective-taking skills. Therefore, viewpoints should be explicitly instructed to children with ASD. In addition, it is also important to implement training to encourage spontaneous transitions from self-perspective to other-perspective under the implicit condition.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Difficulties in spontaneously performing level 2 perspective-taking skills in children with autism spectrum disorder

Asaoka

Takahashi

Chen

et al. 2019

AIA

View full text Add to dashboard Cite

show abstract

“…This method requires that the distance between the participant's head and the eye tracker be kept somewhat constant. In VPT2, the sensation and minute movement of the body is in an unstable position (Watanabe, 2016), and physically turning or moving the body to another viewpoint (Asaoka et al, 2019;Kessler & Thomson, 2010) affects performance. Thus, VPT2 is very sensitive to body sensation and position.…”

Section: Discussionmentioning

confidence: 99%

Training Conditions for Establishing Visual Level 2 Perspective-Taking in Children with Autism Spectrum Disorder

Asaoka¹,

Fujiwara²,

Noro³

2020

PSYCH

View full text Add to dashboard Cite

Perspective transformations that are considered the first step of visual level 2 perspective-taking (VPT2) are not highly active in children with autism spectrum disorder (ASD). We investigated training procedures to develop moving to another viewpoint and observing the view from the new viewpoint to establish VPT2. The Face Rotation Task was used as the VPT2 task in three experiments. Experiments 1 and 2 examined the time-lag from the removal of sample stimuli to the presentation of comparison stimuli. The results of the two experiments indicated that VPT2 was established when participants move from the self-viewpoint to the other's viewpoint while continuing to look at the stimuli, and when participants move from the other's viewpoint to the self-viewpoint while maintaining a representation from the other's viewpoint. Eye movements during the presentation of sample stimuli were analyzed in Experiment 3. The results indicated the possibility of mutually looking at elements of a spatial array while performing the perspective transformation.

show abstract

“…Moreover, the EB strategy correlates with pretense and imitation abilities and is influenced by body posture and physical competence (Goldman, 2013; Kessler & Thomson, 2010; Watanabe, 2016). Furthermore, EB strategy is associated with emotion recognition and empathetic perspective-taking (Erle & Topolinski, 2015, 2017; Goldman, 2013; Topolinski et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Improving visual perspective-taking performance in children with autism spectrum conditions: Effects of embodied self-rotation and object-based mental rotation strategies

Xue

Cai

et al. 2020

Autism

View full text Add to dashboard Cite

Visual perspective-taking is the ability to perceive the world from another person’s perspective, and research on visual perspective-taking ability in children with autism spectrum conditions yielded inconsistent results. To solve a visual perspective-taking task, people can mentally rotate themselves to another person’s location (embodied self-rotation strategy) or else rotate the object toward themselves (object-based mental rotation strategy). Previous interventions for autistic individuals have mainly focused on embodied self-rotation strategy, the visual perspective-taking mechanism in neurotypicals. This study examined the effects of both embodied self-rotation and object-based mental rotation strategies in improving visual perspective-taking performance in 34 autistic children and 34 ability-matched neurotypical children. All children completed three tasks: one measuring baseline visual perspective-taking performance, while the other two measuring visual perspective-taking performance after instructions in embodied self-rotation and object-based mental rotation strategies. The results indicated that autistic children had difficulty in baseline visual perspective-taking tasks. After a brief strategy learning period, autistic children benefited similarly from both embodied self-rotation and object-based mental rotation instructions, suggesting that there are various possible ways to improving autistic children’s perspective taking, and that further interventions for autistic children could consider combining different strategies that better suit their autistic traits. Lay abstract When answering how the same object might appear to others in different locations, people can provide answers by mentally putting themselves into another person’s location using the embodied self-rotation strategy or by rotating the target object toward themselves using the object-based mental rotation strategy. In this study, after learning the embodied self-rotation or object-based mental rotation strategies, autistic children improved their visual perspective-taking performance, which is believed to be impaired or delayed in autistic individuals. We recruited 34 autistic children and an equal number of ability-matched typical children and examined their visual perspective-taking performance at baseline and after learning the embodied self-rotation and object-based mental rotation strategies. As previous visual perspective-taking and other social cognition interventions for autistic individuals have primarily focused on the embodied self-rotation strategy, showing moderate effectiveness and limited generalizability, we explored the effects of both embodied self-rotation and object-based mental rotation strategies for improving perspective-taking performance and discussed their implications in this study. The results showed that autistic children had a lower performance at baseline compared with typical children; however, they were still sensitive to both embodied self-rotation and object-based mental rotation strategies. Unlike typical children, who gained more from the embodied self-rotation strategy, autistic children benefited similarly from the two strategies. This suggests that there are multiple ways to helping autistic children overcome their difficulty in perspective-taking tasks. Future interventions for autistic children could consider combining various strategies that better suit their autistic traits.

show abstract

Developmental changes in the embodied self of spatial perspective taking

Cited by 9 publications

References 52 publications

Difficulties in spontaneously performing level 2 perspective-taking skills in children with autism spectrum disorder

Difficulties in spontaneously performing level 2 perspective-taking skills in children with autism spectrum disorder

Training Conditions for Establishing Visual Level 2 Perspective-Taking in Children with Autism Spectrum Disorder

Improving visual perspective-taking performance in children with autism spectrum conditions: Effects of embodied self-rotation and object-based mental rotation strategies

Contact Info

Product

Resources

About