Their own interactions with other individuals. Within the present study we varied the motivation for positive selfpresentation by manipulating a private achieve thatS. Begeer ( P. Lunenburg M. Meerum Terwogt H. Stegge Department of Developmental Psychology,VU University Amsterdam,Van der Boechorststraat ,,BT,Amsterdam,The Netherlands e mail: S.Begeerpsy.vu.nl R. Banerjee Developmental Psychology,University of Sussex,Falmer,UK C. Rieffe Leiden University,Leiden,The Netherlands Present Address: P. Lunenburg PI Investigation,Duivendrecht,The NetherlandsJ Autism Dev Disord :could potentially be attained by strategic choice of selfdescriptions,following AloiseYoung . Because GSK137647A site youngsters with higher functioning ASD (HFASD) are sensitive to such manipulations (Begeer et al. ,,we anticipated them to report fewer good selfstatements in baseline selfdescriptions but to raise their good selfstatements and successful selfpresentation tactics inside a selfpromotion situation.Supplies SelfPresentation Activity: Baseline and SelfPromotion SelfDescriptions To elicit baseline selfdescriptions the child was told: `Imagine a film crew will come PubMed ID:https://www.ncbi.nlm.nih.gov/pubmed/20048438 for your college. They would like to interview children and you’re becoming interviewed at the same time. They need to know what kind of children go to this college. They ask you to tell them what sort of boygirl you’re. What would you tell them’ To elicit selfpromotion selfdescriptions,the youngster was asked a additional particular question,exactly where a individual aim was introduced. The kid was told: `Imagine the film crew then tells you that they’ll choose one child that can participate in a game with a great deal of prizes to become won. The crew is going to film you. You could inform them why they really should allow you to participate in the game with the prizes. What would you tell them’ Theory of Mind Activity A secondorder falsebelief process,derived from Sullivan et al. ,involved a story about a mother and her youngster. A series of probe and manage questions was asked to ensure that the kid was following the story. After each probe or manage question was answered,feedback or correction was offered to the youngster. Ultimately,the secondorder falsebelief question was asked,as well as the kid was prompted to justify hisher response. Procedure All tests had been presented orally by among the investigators inside a quiet area. The tasks had been a part of a larger battery of tests that are not reported here. The tasks were administered in counterbalanced order. The total duration on the session was min. The intelligence test was administered on an additional occasion,roughly weeks later. Coding SelfPresentationMethods Participants Fortythree youngsters with HFASD participated ( boys,girls),such as youngsters with PDDNOS and children with autism or Asperger syndrome. The diagnostic classification was based on the assessment by a kid psychiatrist and many informants (psychologists and educationalists) who observed and tested the children in the group and in college for the duration of a period of a minimum of months. The kids fulfilled established diagnostic criteria in line with the DSMIVTR (American Psychiatric Association. The comparison group incorporated typicallydeveloping youngsters ( boys,girls),individually matched on chronological and mental age using the HFASD group. Participants’ initial language was Dutch. They were tested in a familiar setting within their school. Consent for participation was obtained from parents and head teachers. A short version from the Dutch Revised Wechsler Intelligence Scale for Youngsters (WISCR; Van Haasen.
