Challenges to the social motivation theory of autism: The dangers of counteracting an imprecise theory with even more imprecision

2019 ◽  
Vol 42 ◽  
Author(s):  
Mirko Uljarević ◽  
Giacomo Vivanti ◽  
Susan R. Leekam ◽  
Antonio Y. Hardan
Keyword(s):  
Empirical Evidence ◽  
Social Motivation ◽  
Motivation Theory ◽  
The Social

Abstract The arguments offered by Jaswal & Akhtar to counter the social motivation theory (SMT) do not appear to be directly related to the SMT tenets and predictions, seem to not be empirically testable, and are inconsistent with empirical evidence. To evaluate the merits and shortcomings of the SMT and identify scientifically testable alternatives, advances are needed on the conceptualization and operationalization of social motivation across diagnostic boundaries.

Pragmatics and social motivation in autism

2019 ◽  
Vol 42 ◽  
Author(s):  
Mikhail Kissine
Keyword(s):  
Social Motivation ◽  
Central Feature ◽  
Motivation Theory ◽  
The Social

Abstract Pragmatic deficits constitute a central feature of autism, which is highly relevant to Jaswal & Akhtar's criticisms of the social motivation theory of autism. Recent research reveals that while certain context-based interpretations are accessible, more complex pragmatic phenomena remain challenging for people on the spectrum. Such a selective pragmatic impairment is difficult to account for in motivational terms.

Adaptive behaviour and predictive processing accounts of autism

2019 ◽  
Vol 42 ◽  
Author(s):  
Kelsey Perrykkad
Keyword(s):  
Social Motivation ◽  
Predictive Processing ◽  
Adaptive Behaviour ◽  
Motivation Theory ◽  
Adaptive Responses ◽  
Autistic People ◽  
The Social

Abstract Many autistic behaviours can rightly be classified as adaptive, but why these behaviours differ from adaptive neurotypical behaviours in the same environment requires explanation. I argue that predictive processing accounts best explain why autistic people engage different adaptive responses to the environment and, further, account for evidence left unexplained by the social motivation theory.

scholarly journals The social motivation theory of autism

2012 ◽  
Vol 16 (4) ◽  
pp. 231-239 ◽  
Author(s):  
Coralie Chevallier ◽  
Gregor Kohls ◽  
Vanessa Troiani ◽  
Edward S. Brodkin ◽  
Robert T. Schultz
Keyword(s):  
Social Motivation ◽  
Motivation Theory ◽  
The Social

scholarly journals Expanding the critique of the social motivation theory of autism with participatory and developmental research

2019 ◽  
Vol 42 ◽  
Author(s):  
Steven K. Kapp ◽  
Emily Goldknopf ◽  
Patricia J. Brooks ◽  
Bella Kofner ◽  
Maruf Hossain
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Developmental Trajectories ◽  
Social Motivation ◽  
Motivation Theory ◽  
Developmental Research ◽  
Participatory Action ◽  
The Social

AbstractWe argue that understanding of autism can be strengthened by increasing involvement of autistic individuals as researchers and by exploring cascading impacts of early sensory, perceptual, attentional, and motor atypicalities on social and communicative developmental trajectories. Participatory action research that includes diverse participants or researchers may help combat stigma while expanding research foci to better address autistic people's needs.

scholarly journals Are conspecific social videos rewarding to chimpanzees (Pan troglodytes)? A test of the social motivation theory

PLoS ONE ◽  
2021 ◽  
Vol 16 (11) ◽  
pp. e0259941
Author(s):  
Michele M. Mulholland ◽  
Sarah J. Neal Webb ◽  
Mary Catherine Mareno ◽  
Kenneth G. Schweller ◽  
Steven J. Schapiro ◽  
...  
Keyword(s):  
Repeated Measures ◽  
Social Motivation ◽  
Social Condition ◽  
Social Reward ◽  
Motivation Theory ◽  
Affiliative Behavior ◽  
Social Stimuli ◽  
The Social ◽  
Video Experiment ◽  
Behavior And Cognition

Many claim that social stimuli are rewarding to primates, but few, if any, studies have explicitly demonstrated their reward value. Here, we examined whether chimpanzees would produce overt responses for the opportunity to view conspecific social, compared to dynamic (video: Experiment 1) and static (picture: Experiment 2) control content. We also explored the relationships between variation in social reward and social behavior and cognition. We provided captive chimpanzees with access to a touchscreen during four, one-hour sessions (two ‘conspecific social’ and two ‘control’). The sessions consisted of ten, 15-second videos (or pictures in Experiment 2) of either chimpanzees engaging in a variety of behaviors (social condition) or vehicles, humans, or other animals engaged in some activity (control condition). For each chimpanzee, we recorded the number of responses to the touchscreen and the frequency of watching the stimuli. Independent t-tests revealed no sex or rearing differences in touching and watching the social or control videos (p>0.05). Repeated measures ANOVAs showed chimpanzees touched and watched the screen significantly more often during the social compared to control video sessions. Furthermore, although chimpanzees did not touch the screen more often during social than control picture sessions in Experiment 2, they did watch the screen more often. Additionally, chimpanzees that previously performed better on a task of social cognition and engaged in more affiliative behavior watched a higher percentage of social videos during the touchscreen task. These results are consistent with the social motivation theory, and indicate social stimuli are intrinsically rewarding, as chimpanzees made more overt responses for the opportunity to view conspecific social, compared to control, content.

Individual differences, social attention, and the history of the social motivation hypotheses of autism

2019 ◽  
Vol 42 ◽  
Author(s):  
Peter C. Mundy
Keyword(s):  
Individual Differences ◽  
Early Development ◽  
Emotional Development ◽  
Social Motivation ◽  
Social Attention ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Precise Understanding ◽  
The Social ◽  
History Of

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.

scholarly journals Current Opera Production in the Repertoire of the Slovak National Theatre in 1960s

2018 ◽  
Vol 66 (1) ◽  
pp. 5-22
Author(s):  
Michaela Mojžišová
Keyword(s):  
20Th Century ◽  
Social Motivation ◽  
National Theatre ◽  
The Social ◽  
The 1960S ◽  
Opera Production ◽  
Opera Productions

Abstract The study deals with the increase in the introduction of modern opera production at the Slovak National Theatre in the 1960s. The author interprets it not only as an attempt of dramaturgy to enliven the traditional repertoire, but in particular as an ambition to apply more modern theatrical poetics in the production opera practice. Since there was no practice of updating classic opera production in Slovakia in the sense of “Regietheater” at that time, this production of the 20th century was considered to be the most realistic way of reviving opera. At the same time, the study highlights the social motivation of this intention: an effort to address a new, progressively oriented audience that would create appeal for a conventionally oriented audience that primarily focuses on the musical-vocal component of opera productions.

scholarly journals ANALISIS MINAT REMAJA DALAM BERORGANISASI DI KELURAHAN LEMPAKE KOTA SAMARINDA

2019 ◽  
Vol 3 (1) ◽  
pp. 43
Author(s):  
SAID ZULKIFLI ◽  
MOHAMAD HUSNI ◽  
DINA AKMILA
Keyword(s):  
Data Analysis ◽  
Data Model ◽  
Transition Period ◽  
Social Motivation ◽  
Internal Motivation ◽  
Emotional Factors ◽  
Analysis Technique ◽  
The Social ◽  
Organizational Activities ◽  
Age Range

ABSTRAK Masa remaja merupakan masa transisi dari masa kanak-kanak menuju masa dewasa, kisaran umur dari 10 hingga 24 tahun. Di masa inilah seseorang mencari jati diri untuk membentuk karakter kepribadian, seperti pengalaman baru maupun teman baru. Tujuan penelitian untuk mengetahui minat serta faktor pendukung dan faktor penghambat remaja di Kelurahan Lempake, dan difokuskan pada tiga faktor yaitu faktor dorongan dari dalam diri, faktor motivasi sosial, dan faktor emosional. Jenis penelitian ini yaitu penelitian kualitatif, dimana teknik analisisnya menggunakan analisis data model interaktif. Hasil analisis data diketahui bahwa minat remaja didasari dari faktor dorongan dari dalam diri, faktor motivasi sosial, dan faktor emosional. Akan tetapi dari tiga faktor tersebut yang sangat berperan ialah faktor motivasi sosial. Faktor pendukung remaja dalam berorganisasi selain yaitu lingkungan tempat tinggal, keluarga, dan teman, sedangkan untuk faktor yang menghambat minat tidak ada akan tetapi terkadang faktor yang menghambat remaja untuk mengikuti kegiatan organisasi yaitu waktu kuliah yang berbenturan dengan kegiatan organisasi. Kata kunci : Minat, Remaja, Organisasi ABSTRACT Adolescence is a transition period from childhood to adulthood, age range from 10 to 24 years. It is at this time that someone searches for identity to shape personality traits, such as new experiences and new friends. The purpose of the study was to determine the interests and supporting factors and inhibiting factors of adolescents in Kelurahan Lempake, and focused on three factors, namely internal motivation, social motivational factors, and emotional factors. This type of research is qualitative research, where the analysis technique uses interactive model data analysis. The results of the data analysis revealed that adolescent interest was based on internal motivation, social motivation, and emotional factors. However, of the three factors that are very important is the social motivation factor. Supporting factors of adolescents in organizing other than the environment where they live, family, and friends, while for factors that inhibit interest there are no but sometimes factors that hinder adolescents from participating in organizational activities, namely college time that collide with organizational activities. Keywords: Interest, Adolescence, Organization

Sign in / Sign up

Export Citation Format

Share Document