Communicative misalignment in Autism Spectrum Disorder

A cross-cultural examination of bi-directional mentalising in autistic and non-autistic adults

BACKGROUND

So-called 'mismatch accounts' propose that, rather than arising from a socio-cognitive deficit present in autistic people, mentalising difficulties are the product of a mismatch in neurotype between interaction partners. Although this idea has grown in popularity over recent years, there is currently only limited empirical evidence to support mismatch theories. Moreover, the social model of disability such theories are grounded in demands a culturally situated view of social interaction, yet research on mentalising and/or autism is largely biased towards Western countries, with little knowledge on how successful mentalising is defined differently, and how tools to assess socio-cognitive ability compare, across cultures.

METHODS

Using a widely employed mentalising task-the animations task-, the current study investigated and compared the bi-directional mentalising performance of British and Japanese autistic and non-autistic adults and assessed observer-agent kinematic similarity as a potential dimension along which mismatches may occur between neurotypes. Participants were asked to depict various mental state- and action-based interactions by moving two triangles across a touch-screen device before viewing and interpreting stimuli generated by other participants.

RESULTS

In the UK sample, our results replicate a seminal prior study in showing poorer mentalising abilities in non-autistic adults for animations generated by the autistic group. Crucially, the same pattern did not emerge in the Japanese sample, where there were no mentalising differences between the two groups.

LIMITATIONS

Limitations of the current study include that efforts to match all samples within and across cultures in terms of IQ, gender, and age were not successful in all comparisons, but control analyses suggest this did not affect our results. Furthermore, any performance differences were found for both the mental state- and action-based conditions, mirroring prior work and raising questions about the domain-specificity of the employed task.

CONCLUSIONS

Our results add support for a paradigm shift in the autism literature, moving beyond deficit-based models and towards acknowledging the inherently relational nature of social interaction. We further discuss how our findings suggest limited cultural transferability of common socio-cognitive measures rather than superior mentalising abilities in Japanese autistic adults, underscoring the need for more cross-cultural research and the development of culturally sensitive scientific and diagnostic tools.

How and Why People Synchronize: An Integrated Perspective

Academic AbstractInterpersonal synchrony, the alignment of behavior and/or physiology during interactions, is a pervasive phenomenon observed in diverse social contexts. Here we synthesize across contexts and behaviors to classify the different forms and functions of synchrony. We provide a concise framework for classifying the manifold forms of synchrony along six dimensions: periodicity, discreteness, spatial similarity, directionality, leader-follower dynamics, and observability. We also distill the various proposed functions of interpersonal synchrony into four interconnected functions: reducing complexity and improving understanding, accomplishing joint tasks, strengthening social connection, and influencing partners' behavior. These functions derive from first principles, emerge from each other, and are accomplished by some forms of synchrony more than others. Effective synchrony flexibly adapts to social goals and more synchrony is not always better. Our synthesis offers a shared framework and language for the field, allowing for better cross-context and cross-behavior comparisons, generating new hypotheses, and highlighting future research directions.

Autistic adults display different verbal behavior only in mixed-neurotype interactions: Evidence from a referential communication task

Recent accounts of social difficulties in autism suggest that autistic and non-autistic individuals mutually misunderstand each other. This assumption aligns with findings that mixed-neurotype interactions are less efficient than same-neurotype interactions. However, it remains unclear whether different outcomes between mixed- and same-neurotype interactions are due to contact with a different neurotype or to inherently different communication styles, specific to each neurotype. A total of 134 adult participants were divided into three same-sex dyad types: 23 autistic dyads, 23 non-autistic dyads, and 21 mixed-neurotype dyads. Participants were unaware of their partner's neurotype. Dyads completed an online referential communication task where a "Director" guides a "Matcher" to rearrange abstract images, using both written (chat) and oral (microphone, no video) communication modes. Interaction outcome measures were task duration and verbosity of the Director. Across both communication modes, non-autistic dyads completed the task faster than autistic and mixed dyads, indicating that dyads with at least one autistic partner were generally slower. Notably, in mixed dyads, autistic Directors were more verbose than non-autistic Directors across both communication modes. These results, in conjunction with partners' unawareness of each other's neurotype, suggest that even in the absence of non-verbal cues neurotype mismatch triggers autistic adults to display different verbal behavior.Lay abstractRecent research shows that in conversations, both participants influence the outcome. More specifically, conversations do not go as smoothly when autistic and non-autistic people talk together compared to when people of the same neurotype (either all autistic or all non-autistic) talk to each other. In studies finding a "same-neurotype communicative advantage", interaction partners knew about each other's neurotype. Because of this methodological choice, it is unclear whether mixed-neurotype interactions go less smoothly because participants knew they were interacting with a different neurotype or because each neurotype really has a distinct communication style. In our study, 134 adults were grouped into same-sex pairs: 23 autistic, 23 non-autistic, and 21 mixed-neurotype pairs. The pairs did not know if the other person was autistic or not. They completed an online task where the "Director" instructs the "Matcher" to reorder abstract pictures. Pairs did this task in two ways: by typing in a live chat and by speaking into a microphone without video. The study looked at how long the task took and how much the Director talked/wrote. Results showed that non-autistic pairs were faster to complete the task than autistic pairs and mixed pairs, meaning pairs with at least one autistic person were slower in general to complete the task. Interestingly, in mixed pairs, only autistic Directors produced more words than non-autistic Directors, in both typing and speaking. These findings suggest that even without knowing about their partner's neurotype and seeing/hearing their partner, autistic adults communicate differently when they interact with a non-autistic person.

Altered Patterns of Dynamic Functional Connectivity Underpin Reduced Expressions of Social-Emotional Reciprocity in Autistic Adults

To identify the neurocognitive mechanisms underpinning the social difficulties that characterize autism, we performed functional magnetic resonance imaging on pairs of autistic and non-autistic adults simultaneously whilst they interacted with one another on the iterated Ultimatum Game (iUG)-an interactive task that emulates the reciprocal characteristic of naturalistic interpersonal exchanges. Two age-matched sets of male-male dyads were investigated: 16 comprised an autistic Responder and a non-autistic Proposer, and 19 comprised non-autistic pairs of Responder and Proposer. Players' round-by-round behavior on the iUG was modeled as reciprocal choices, and dynamic functional connectivity (dFC) was measured to identify the neural mechanisms underpinning reciprocal behaviors. Behavioral expressions of reciprocity were significantly reduced in autistic compared with non-autistic Responders, yet no such differences were observed between the non-autistic Proposers in either set of dyads. Furthermore, we identified latent dFC states with temporal properties associated with reciprocity. Autistic interactants spent less time in brain states characterized by dynamic inter-network integration and segregation among the Default Mode Network and cognitive control networks, suggesting that their reduced expressions of social-emotional reciprocity reflect less efficient reconfigurations among brain networks supporting flexible cognition and behavior. These findings advance our mechanistic understanding of the social difficulties characterizing autism.

Dyadic differences in empathy scores are associated with kinematic similarity during conversational question-answer pairs

During conversation, speakers coordinate and synergize their behaviors at multiple levels, and in different ways. The extent to which individuals converge or diverge in their behaviors during interaction may relate to interpersonal differences relevant to social interaction, such as empathy as measured by the empathy quotient (EQ). An association between interpersonal difference in empathy and interpersonal entrainment could help to throw light on how interlocutor characteristics influence interpersonal entrainment. We investigated this possibility in a corpus of unconstrained conversation between dyads. We used dynamic time warping to quantify entrainment between interlocutors of head motion, hand motion, and maximum speech f0 during question-response sequences. We additionally calculated interlocutor differences in EQ scores. We found that, for both head and hand motion, greater difference in EQ was associated with higher entrainment. Thus, we consider that people who are dissimilar in EQ may need to "ground" their interaction with low-level movement entrainment. There was no significant relationship between f0 entrainment and EQ score differences.

Tool evolution as a prerequisite for consciousness

Within the concept of the extended mind, the active modification of external objects, externalizations, is seen as an auxiliary means to adapt to the environment. Toolmaking and use are advanced stages of externalizations that evolve. All past or present tools can, theoretically, be precisely assigned a location in an evolutionary tree with predecessors and progeny. Tools are reliably replicated, modified, and selected by their ability to facilitate human needs. Tool evolution, therefore, fulfills Darwinian criteria where the material tool is the phenotype and the instruction to build it is the code. The ostensive triangle consisting of a pointing individual, an observing individual, and a pointed-at object or tool is the germ cell of social transmission of instructions. Tool-building instructions ultimately can be reduced to distinct sequences of motor acts that can be recombined and are socially transmitted. When executed, they replicate tools for the reward of convenience or improved fitness. Tools elicit affordances relating to their use that synchronize different individuals' perceptions, result in psychological "understanding," and thereby modify social networks. Massive tool fabrication as present today in the "tool-sphere" has, therefore, accelerated prosociality and over time led to the acquisition of an individual's third person perspective. The entangled biological evolution accelerated the ongoing cumulative cultural evolution by selecting traits facilitating social transmission. In this context, tool evolution and the corresponding acquired individual instructional content is a precondition to the emergence of higher cognition and "consciousness." A neuroscience investigating externalizations as the starting point of this process is urgently needed.

Movement Coordination's Link with Common Ground During Dyadic Peer Discourse in Typically Developing and Autistic Speakers

Common ground (CG)-a pragmatic capability that reflects the construction of shared meaning by two interlocutors during conversation-is widely accepted as crucial for effective communication, but its exploration has been limited in the context of children's peer-to-peer interaction. Specifically, this study aimed to explore CG differences between typically developing (TD) and autistic populations, CG's developmental trajectories, as well as the link between CG and motor coordination skills during peer interactions. Study participants included 148 children (6-16 years), comparing 64 TD and 84 autistic children across three age levels. Fixed dyads matched on IQ, age, sex, and mother's education performed a CG tangram-card task and complementary joint action (JA) tasks to evaluate peer-to-peer movement coordination. Individual motor skills were also assessed. As expected, both autistic and TD groups showed increasing efficacy over the 6-turn CG task (fewer words and shorter duration to communicate), although autistic participants were less efficient than TD participants. Better motor skills and JA synchronization correlated with both groups' more efficient CG performance. Additionally, the indirect relationship between group (TD/autism) and CG was mediated by motor skills and JA, with age moderating the relationship between JA and CG. Specifically, better motor skills and socio-motor coordination were associated with more efficient CG creation, particularly in younger children (under 10 years). These findings suggest potential novel avenues for early interventions targeting motor and language challenges in autism to enhance pragmatic abilities and peer interactions, offering insights into language development in this population.

Preserved Spontaneous Mentalizing Amid Reduced Intersubject Variability in Autism During a Movie Narrative

BACKGROUND

While individuals with autism often face challenges in everyday social interactions, they may demonstrate proficiency in structured theory of mind (ToM) tasks that assess their ability to infer others' mental states. Using functional magnetic resonance imaging and pupillometry, we investigated whether these discrepancies stem from diminished spontaneous mentalizing or broader difficulties in unstructured contexts.

METHODS

Fifty-two adults diagnosed with autism and 52 neurotypical control participants viewed the animated short Partly Cloudy, a nonverbal animated film with a dynamic social narrative known to engage the ToM brain network during specific scenes. Analysis focused on comparing brain and pupil responses to these ToM events. Additionally, dynamic intersubject correlations were used to explore the variability of these responses throughout the film.

RESULTS

Both groups showed similar brain and pupil responses to ToM events and provided comparable descriptions of the characters' mental states. However, participants with autism exhibited significantly stronger correlations in their responses across the film's social narrative, indicating reduced interindividual variability. This distinct pattern emerged well before any ToM events and involved brain regions beyond the ToM network.

CONCLUSIONS

Our findings provide functional evidence of spontaneous mentalizing in autism, demonstrating this capacity in a context that affords but does not require mentalizing. Rather than responses to ToM events, a novel neurocognitive signature-interindividual variability in brain and pupil responses to evolving social narratives-differentiated neurotypical individuals from individuals with autism. These results suggest that idiosyncratic narrative processing in unstructured settings, a common element of everyday social interactions, may offer a more sensitive scenario for understanding the autistic mind.

The Emerging Science of Interacting Minds

For over a century, psychology has focused on uncovering mental processes of a single individual. However, humans rarely navigate the world in isolation. The most important determinants of successful development, mental health, and our individual traits and preferences arise from interacting with other individuals. Social interaction underpins who we are, how we think, and how we behave. Here we discuss the key methodological challenges that have limited progress in establishing a robust science of how minds interact and the new tools that are beginning to overcome these challenges. A deep understanding of the human mind requires studying the context within which it originates and exists: social interaction.

Partner similarity and social cognitive traits predict social interaction success among strangers

Social interactions are a ubiquitous part of engaging in the world around us, and determining what makes an interaction successful is necessary for social well-being. This study examined the separate contributions of individual social cognitive ability and partner similarity to social interaction success among strangers, measured by a cooperative communication task and self-reported interaction quality. Sixty participants engaged in a 1-h virtual social interaction with an unfamiliar partner (a laboratory confederate) including a 30-min cooperative 'mind-reading' game and then completed several individual tasks and surveys. They then underwent a separate functional MRI session in which they passively viewed video clips that varied in content. The neural responses to these videos were correlated with those of their confederate interaction partners to yield a measure of pairwise neural similarity. We found that trait empathy (assessed by the interpersonal reactivity index) and neural similarity to partner both predicted communication success in the mind-reading game. In contrast, perceived similarity to partner and (to a much lesser extent) trait mind-reading motivation predicted self-reported interaction quality. These results highlight the importance of sharing perspectives in successful communication as well as differences between neurobiological similarity and perceived similarity in supporting different types of interaction success.

Sex differences in the temporal dynamics of autistic children's natural conversations

BACKGROUND

Autistic girls are underdiagnosed compared to autistic boys, even when they experience similar clinical impact. Research suggests that girls present with distinct symptom profiles across a variety of domains, such as language, which may contribute to their underdiagnosis. In this study, we examine sex differences in the temporal dynamics of natural conversations between naïve adult confederates and school-aged children with or without autism, with the goal of improving our understanding of conversational behavior in autistic girls and ultimately improving identification.

METHODS

Forty-five school-aged children with autism (29 boys and 16 girls) and 47 non-autistic/neurotypical (NT) children (23 boys and 24 girls) engaged in a 5-min "get-to-know-you" conversation with a young adult confederate that was unaware of children's diagnostic status. Groups were matched on IQ estimates. Recordings were time-aligned and orthographically transcribed by trained annotators. Several speech and pause measures were calculated. Groups were compared using analysis of covariance models, controlling for age.

RESULTS

Autistic girls used significantly more words than autistic boys, and produced longer speech segments than all other groups. Autistic boys spoke more slowly than NT children, whereas autistic girls did not differ from NT children in total word counts or speaking rate. Autistic boys interrupted confederates' speech less often and produced longer between-turn pauses (i.e., responded more slowly when it was their turn) compared to other children. Within-turn pause duration did not differ by group.

LIMITATIONS

Our sample included verbally fluent children and adolescents aged 6-15 years, so our study results may not replicate in samples of younger children, adults, and individuals who are not verbally fluent. The results of this relatively small study, while compelling, should be interpreted with caution and replicated in a larger sample.

CONCLUSION

This study investigated the temporal dynamics of everyday conversations and demonstrated that autistic girls and boys have distinct natural language profiles. Specifying differences in verbal communication lays the groundwork for the development of sensitive screening and diagnostic tools to more accurately identify autistic girls, and could inform future personalized interventions that improve short- and long-term social communication outcomes for all autistic children.

Conversational adaptation in children and teens with autism: Differences in talkativeness across contexts

Successful social communication is complex; it relies on effectively deploying and continuously revising one's behavior to fit the needs of a given conversation, partner, and context. For example, a skilled conversationalist may instinctively become less talkative with a quiet partner and more talkative with a chattier one. Prior research suggests that behavioral flexibility across social contexts can be a particular challenge for individuals with autism spectrum condition (ASC), and that difficulty adapting to the changing needs of a conversation contributes to communicative breakdowns and poor social outcomes. In this study, we examine whether reduced conversational adaptation, as measured by talkativeness, differentiates 48 verbally fluent children and teens with ASC from 50 neurotypical (NT) peers matched on age, intelligence quotient, and sex ratio. Participants completed the Contextual Assessment of Social Skills with two novel conversation partners. The first acted interested in the conversation and talked more (Interested condition), while the second acted bored and talked less (Bored condition). Results revealed that NT participants emulated their conversation partner's behavior by being more talkative in the Interested condition as compared to the Bored condition (z = 9.92, p < 0.001). In contrast, the ASC group did not differentially adapt their behavior to the Bored versus Interested context, instead remaining consistently talkative in both (p = 0.88). The results of this study have implications for understanding social communication and behavioral adaptation in ASC, and may be valuable for clinicians interested in improving conversational competence in verbally fluent individuals with autism. LAY SUMMARY: Social communication-including everyday conversations-can be challenging for individuals on the autism spectrum. In successful conversations, people tend to adjust aspects of their language to be more similar to their partners'. In this study, we found that children and teens with autism did not change their own talkativeness in response to a social partner who was more or less talkative, whereas neurotypical peers did. These findings have clinical implications for improving conversational competence in verbally fluent individuals with autism.

Interpersonal similarity of autistic traits predicts friendship quality

Autistic traits are known to be associated with social interaction difficulties. Yet, somewhat paradoxically, relevant research has been typically restricted to studying individuals. In line with the 'dialectical misattunement hypothesis' and clinical insights of intact social interactions among autistic individuals, we hypothesized that friendship quality varies as a function of interpersonal similarity and more concretely the difference value of autistic traits in a dyad, above and beyond autistic traits per se. Therefore, in this study, we used self-report questionnaires to investigate these measures in a sample of 67 neurotypical dyads across a broad range of autistic traits. Our results demonstrate that the more similar two persons are in autistic traits, the higher is the perceived quality of their friendship, irrespective of friendship duration, age, sex and, importantly, the (average of) autistic traits in a given dyad. More specifically, higher interpersonal similarity of autistic traits was associated with higher measures of closeness, acceptance and help. These results, therefore, lend support to the idea of an interactive turn in the study of social abilities across the autism spectrum and pave the way for future studies on the multiscale dynamics of social interactions.

Transient Disruption of the Inferior Parietal Lobule Impairs the Ability to Attribute Intention to Action

Although it is well established that fronto-parietal regions are active during action observation, whether they play a causal role in the ability to infer others' intentions from visual kinematics remains undetermined. In the experiments reported here, we combined offline continuous theta burst stimulation (cTBS) with computational modeling to reveal and causally probe single-trial computations in the inferior parietal lobule (IPL) and inferior frontal gyrus (IFG). Participants received cTBS over the left anterior IPL and the left IFG pars orbitalis in separate sessions before completing an intention discrimination task (discriminate intention of observed reach-to-grasp acts) or a kinematic discrimination task unrelated to intention (discriminate peak wrist height of the same acts). We targeted intention-sensitive regions whose fMRI activity, recorded when observing the same reach-to-grasp acts, could accurately discriminate intention. We found that transient disruption of activity of the left IPL, but not the IFG, impaired the observer's ability to attribute intention to action. Kinematic discrimination unrelated to intention, in contrast, was largely unaffected. Computational analyses of how encoding (mapping of intention to movement kinematics) and readout (mapping of kinematics to intention choices) intersect at the single-trial level revealed that IPL cTBS did not diminish the overall sensitivity of intention readout to movement kinematics. Rather, it selectively misaligned intention readout with respect to encoding, deteriorating mapping from informative kinematic features to intention choices. These results provide causal evidence of how the left anterior IPL computes mapping from kinematics to intentions.

Interpersonal Synchrony in Autism

PURPOSE OF REVIEW

We review evidence for the presence, quality, and correlates of interpersonal synchrony in autism spectrum disorder (ASD) across four domains: motor, conversational, physiological, and neural. We also propose cognitive and neural mechanisms for the disruption of interpersonal synchrony and investigate synchrony as a mechanism of intervention in ASD.

RECENT FINDINGS

Across domains, synchrony is present but reduced or atypical in individuals with ASD during interactions with individuals with typical development (TD). Atypical synchrony may reflect the contribution of both intrapersonal mechanisms, such as atypical motor timing, and interpersonal mechanisms, such as atypical interindividual coupling. Research suggests evidence for synchrony interventions leading to improvements in some aspects of social behavior. Understanding synchrony in ASD has the potential to lead to biomarkers and interventions to support social functioning. However, further research should clarify mechanisms of atypical synchrony in ASD including taking features of the dyad into account.

Reduced nonverbal interpersonal synchrony in autism spectrum disorder independent of partner diagnosis: a motion energy study

BACKGROUND

One of the main diagnostic features of individuals with autism spectrum disorders is nonverbal behaviour difficulties during naturalistic social interactions. The 'Interactional Heterogeneity Hypothesis' of ASD proposes that the degree to which individuals share a common ground substantially influences their ability to achieve smooth social interactions.

METHODS

To test this hypothesis, we filmed 29 autistic and 29 matched typically developed adults engaged in several conversational tasks. Windowed cross-lagged correlations were computed using the time series of motion energy of both individuals in a dyad. These coefficients were then compared across the three dyad types that were homo- or heterogenous with respect to diagnosis: pairs of two autistic individuals, two typically developed individuals or pairs of one autistic and one typically developed person.

RESULTS

We found that all dyad types achieved above-chance interpersonal synchrony, but that synchrony was more expressed in typical dyads compared to both autistic and mixed dyads.

LIMITATIONS

The method presented here provides only one, albeit objective and robust, approach to explore synchrony. The methodological choices as well as the lack of consideration for other communication modalities may limit our interpretation of the findings. Moreover, the sample size is small with respect to exploring associations between synchrony and various outcome and social skill measures.

CONCLUSIONS

The present results do not provide support for the Interactional Heterogeneity Hypothesis given that autistic individuals do not coordinate better when interacting with another autistic individual, compared to when interacting with a typical individual.

Traumatic injury in female Drosophila melanogaster affects the development and induces behavioral abnormalities in the offspring

Traumatic injury (TI) during pregnancy increases the risk for developing neurological disorders in the infants. These disorders are a major concern for the well-being of children born after TI during pregnancy. TI during pregnancy may result in preterm labor and delivery, abruptio placentae, and/or fetomaternal hemorrhage. Drosophila melanogaster (fruit fly) is a widely used model to study brain and behavioral disorders in humans. In this study, we analyzed the effects of TI to female fruit flies on the development timing of larvae, social interaction and the behavior of offspring flies. TI to the female flies was found to affect the development of larvae and the behavior of offspring flies. There was a significant increase in the length of larvae delivered by traumatically injured maternal flies as compared to larvae from control maternal flies (without TI). The pupae formation from larvae, and the metamorphosis of pupae to the first generation of flies were faster in the TI group than the control group. Negative geotaxis and distance of the fly to its nearest neighbor are parameters of behavioral assessment in fruit flies. Negative geotaxis significantly decreased in the first generation of both male (p = 0.0021) and female (p = 0.0426) flies. The distance between the first generation of flies to its nearest neighbor was shorter in both male and female offspring flies in the TI group as compared to control group flies. These results indicate that TI to the female flies affected the development of larvae and resulted in early delivery, impaired social interaction and behavioral alterations in the offspring.

Beyond the Isolated Brain: The Promise and Challenge of Interacting Minds

As scientists, we brainstorm and develop experimental designs with our colleagues and students. Paradoxically, this teamwork has produced a field focused nearly exclusively on mapping the brain as if it evolved in isolation. Here, we discuss promises and challenges in advancing our understanding of how human minds connect during social interaction.