Download 3.2 Baron-Cohen et al. (Eyes Test) Review Card

3.2 Baron-Cohen et al.
Eyes Test
Cognitive Approach
Procedures:
A. Developing the Revised Eye Test (RET): Baron-Cohen and Wheelwright originated target words and foils for 36 photos. It was piloted on 8 judges (4 males and 4
females). At least 5 judges had to agree on the target word and no more than 2 judges could select any single foil word. If this did not happen, the target word and
or foil would be re-piloted until the criteria were met for each.
In pilot tests, groups 2 and 3 achieved 100% on judging gender. The control group were tested with 40 photos but 4 were eliminated, resulting in 36 items. When
results were being calculated, only the data for the 36 eye sets were taken.
B. Implementing the Tests: Each test was individually administered in a quiet room at either Cambridge or Exeter. There was no time limit. Each participant was
given a practice test and then presented with 36 sets of eyes and 4 possible target words. Group 1 judged the gender of each photo as a control task. Participants
in groups 1, 3 & 4 completed the AQ test. They read through the glossary of terms and were asked to ask questions as needed; they could use the glossary during
the test.
Autism Spectrum Disorder (ASD) = A neurodevelopmental disorder impairing a child's ability to communicate and interact. Symptoms: repetitive behaviour, little or
no eye contact and can't recognise facial expressions. High Functioning Autism is HFA.
Asperger's Syndrome (AS) = Autism spectrum disorder that affects language and communication skills. Symptoms: restricted & repetitive behaviours and trouble
identifying facial expressions.
Autism Spectrum Quotient Test (AQ) = self-report questionnaire with scores ranging from 0 to 50. A high score suggests that the person has more autistic traits.
Theory of Mind (ToM) = the ability to understand the view of another.
High Functioning Autism (HFA)- It's an informal medical term some people use when they talk about people with an autism spectrum disorder who can speak, read,
write, and handle basic life skills like eating and getting dressed. They can live independently.
Variables:
The independent variable was the type of participant in each condition – either they had AS or HFA or not; for the control group – their IQ and
social background
The dependent variable was the scores on the AQ and the eyes task
Results of the Study:
Scores ranged from 17 - 35, with a mode of 24.
• Adults with AS/HFA performed significantly worse than other groups for the RET (H1 supported).
• On the AQ test, adults with AS/HFA performed significantly higher than the control groups (H2 supported).
• Females scored higher on the RET (H3 supported).
• There was a significant negative correlation (-0.53) between scores on AQ and RET (H5 supported).
GRAVE Evaluation
G
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Sample size is large and varies
HFA group and match IQ groups are small
R
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High level of standardization and can be replicated to test reliability because of standardized
procedures
High level of control, researchers can be more confident it is the IV directly affecting the DV
Reliability increased because of standardization and replication
Generalisability
Reliability
A
Application
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Therapists could develop therapies for helping people with AS/HFA improve their social
communication and social emotional skills
Schools could use the test to identify students with deficits in understanding emotions in
others, and help these students. This could help the students cope
V
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low
lack mundane realism
possible issues:
test may only measure ability to complete it rather than the theory of mind traits
subjects had a 25% chance of just guessing correctly
subjects may have had problems understanding some terms even with the glossary
E
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All participants consented and were aware of the nature of the study
Participants who scored poorly may have felt stress during the test
All data was anonymized so that it wasn't possible to identify any individual from their scores
Validity
Ethics