#doubleempathy — Public Fediverse posts
Live and recent posts from across the Fediverse tagged #doubleempathy, aggregated by home.social.
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DATE: July 18, 2026 at 06:00AM
SOURCE: PSYPOST.ORG** Research quality varies widely from fantastic to small exploratory studies. Please check research methods when conclusions are very important to you. **
-------------------------------------------------TITLE: Unpredictable preferences, not flawed learning, drive social misunderstandings in autism
A recent study published in Nature Mental Health suggests that autistic and non-autistic individuals use highly similar strategies when learning about other people’s preferences. The findings provide evidence that both groups rely on flexible learning methods, but the unique and varied preferences of autistic individuals can make their specific likes and dislikes harder to predict. These insights help explain common social misunderstandings without assuming that autistic people lack the ability to read social cues.
Navigating social environments requires people to constantly figure out what others are thinking and feeling. One basic building block of social interaction is learning about another person’s preferences, such as their favorite foods or hobbies. Understanding what someone likes makes it easier to predict their behavior, evaluate if they are trustworthy, and establish a meaningful connection.
Recent concepts in psychology offer a new perspective on these social disconnects. The double empathy problem is a theory suggesting that communication breakdowns between autistic and non-autistic people happen because both groups experience the world differently. According to this framework, both groups struggle to understand each other, rather than the social deficit belonging solely to the autistic person.
The current research builds on previous work to explore how social knowledge shapes learning across different groups. “The senior author, Dr. Gabriela Rosenblau, published findings in 2021, using the preference learning paradigm and computational modeling, which found that autistic and non-autistic participants adopted different strategies when inferring peer preferences,” said Shannon Cahalan.
Cahalan is a postdoctoral fellow at the National Institute of Mental Health working in the Section for Social and Developmental Cognitive Neuroscience. She recently earned her doctorate at the George Washington University and served as the lead author of the current study.
“Specifically, non-autistic youth’s learning could be described by a complex model integrating prior knowledge about peers’ preferences, item relationship representations, and trial-by-trial updating while autistic youth’s own preferences informed their inferences about peers,” Cahalan told PsyPost. “While this finding offered a compelling potential underlying mechanism for social challenges in ASD, there were still some gaps to explore.”
The researchers designed the current study to see if people make more accurate guesses about others who share their own diagnostic background. “For example, would these findings hold up in a larger, more representative sample?” Cahalan asked. “How are autistic self-preferences different from non-autistic self-preferences to begin with? Are autistic adolescents actually basing their inferences on other autistic peers? How does variability in autism trait presentation predict social learning performance? We sought to address these open ends in this study.”
The study was broken down into three separate experiments. The first experiment mapped out the personal preferences of a large group of participants. The sample included 228 non-autistic adults, 125 non-autistic adolescents, and 255 autistic adolescents.
Participants completed an online survey where they rated 120 different food and activity items. They used a six-point scale featuring emoji faces to indicate how much they liked or disliked things like sushi, roller skates, and candy. This step allowed the scientists to see exactly how the self-preferences of autistic teens differed from the other two groups.
The data showed that autistic adolescents had a much wider variety of preferences compared to both non-autistic adults and teens. Autistic teenagers showed distinct patterns, tending to give higher ratings to items like candy, writing supplies, and art supplies. They also tended to give lower ratings to items like salads, vegetables, and fitness equipment compared to the non-autistic groups.
Autistic participants also showed signs of behavioral rigidity in their preferences. Behavioral rigidity refers to a strong desire for sameness and a resistance to change, which is a common characteristic of autism. In this context, autistic teens tended to group their preferences strictly by basic categories, meaning that if they strongly liked one type of fast food item, their ratings for all other fast food items followed a highly similar pattern.
In the second experiment, the scientists tested how 191 non-autistic adults learned about the preferences of teenagers. The adults were split into two groups, with 98 adults guessing the preferences of non-autistic teens and 93 guessing the preferences of autistic teens. The adults did not know the diagnostic status of the teenagers they were evaluating.
During the task, participants guessed how much a specific teenager liked an item and then received immediate feedback on the actual rating. The scientists measured prediction errors, which represent the mathematical gap between a participant’s guess and the true answer. Smaller prediction errors indicate higher accuracy and better social learning.
The adults produced smaller prediction errors when guessing the preferences of non-autistic teens. When learning about autistic teens, the adults made more errors initially but steadily improved their guesses over time. Computer models showed that the adults used a fine-grained learning strategy for both groups, meaning they updated their guesses based on how similar the items were to one another rather than clumping everything into broad categories.
The third experiment shifted the focus to the autistic adolescents. A group of 83 autistic teens guessed the preferences of non-autistic teens. A separate group of 119 autistic teens guessed the preferences of other autistic teens.
The authors expected the autistic teens to be more accurate when judging peers from their own diagnostic group. The data actually showed the opposite pattern. Autistic adolescents made more accurate guesses when predicting the preferences of non-autistic teens.
Just like the adults, the autistic teens actively used the feedback to improve their guesses over time. They also used the exact same fine-grained learning strategy, which contradicts older ideas that autistic teens only rely on their own likes and dislikes to judge others. The authors noted that autistic teens did use general knowledge about other autistic people to form their starting expectations, but this strategy did not lead to better accuracy.
“I was quite surprised as to how integral ‘variability’ was to the interpretation of our results,” Cahalan said. “I went in with a strong expectation that our results would be clear-cut and autistic youth would present with signature and distinct social learning strategies.”
“Instead, our insights were based more on how autistic youth themselves are distinct from one another,” Cahalan explained. “Working on this project fundamentally changed how I approach research focused on autism and related neurodevelopmental disorders.”
The researchers suspect that the wide variety in autistic preferences makes individual autistic teenagers harder to predict. Because autistic likes and dislikes are so diverse, relying on an average group profile does not help much when judging a specific person. Both adults and autistic teens found it easier to predict the non-autistic profiles because those preferences were much less varied and fit a more standard pattern.
“Variability is a ‘feature’ of autism and not a ‘bug,'” Cahalan noted. “The impact of variability, that is, was a core theme of our findings. On one hand, autistic individuals may be more difficult, in general, to learn about because there is variability in their preferences.”
“The ‘average’ autistic preferences are less likely to capture the preferences of a given autistic individual and this has broad ramifications for social learning,” Cahalan added. “On the other hand, variability in autistic traits, like rigidity for example, were especially predictive of autistic teen’s preference learning performance.”
In addition to those broad patterns, the scientists looked at how individual personality traits affected learning within the autistic group. Participants who reported higher levels of overall autistic traits tended to integrate new feedback more slowly. Those who reported higher levels of behavioral rigidity tended to make more overall errors during the guessing game.
Several limitations provide context for how to interpret these findings. The study compared the learning styles of young adults with those of teenagers. Because the two groups were not the same age, the scientists could not perfectly separate the effects of age from the effects of the autism diagnosis.
The complex nature of the guessing task also created challenges for some participants. A small number of autistic participants were unable to finish the experiment because the rules were too demanding. The authors suggest that future studies should create simpler activities to include people across the entire autism spectrum.
The sample of autistic girls was relatively small, with only 55 female participants included in the main tasks. This imbalance made it difficult to detect any reliable differences between how boys and girls learn about social preferences. Future work will need to include more balanced groups to see how gender might interact with social learning.
The study did not tell participants whether the profiles they were evaluating belonged to autistic or non-autistic people. People might change their learning strategies if they explicitly know the diagnostic background of their partner. Future research could explore whether revealing this information alters how people approach social guessing games.
The rating scale used in the study also had a restricted range of only six options. This limited how much the prediction errors could fluctuate during the mathematical analysis. Researchers plan to use continuous rating scales with a wider range of options in future versions of the experiment.
Moving forward, the team plans to expand on these findings by looking at brain activity. “We are continuing to examine social learning at the neural level in autistic and non-autistic youth,” Cahalan said. “Critically, we have acquired extensive neuropsychological, demographic, and behavioral data on our participants which will allow us to further explore how individual differences predict preference learning performance and related functional neural activity in autistic vs. non-autistic youth.”
The study, “Modeling how autistic and non-autistic groups learn about their own and each other’s preferences,” was authored by Shannon Cahalan, Raphael Perla, Sophia Block, Mikaila Loughlin, Christoph W. Korn, and Gabriela Rosenblau.
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Private, vetted email list for mental health professionals: https://www.clinicians-exchange.org
Unofficial Psychology Today Xitter to toot feed at Psych Today Unofficial Bot @PTUnofficialBot
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#psychology #counseling #socialwork #psychotherapy @psychotherapist @psychotherapists @psychology @socialpsych @socialwork @psychiatry #mentalhealth #psychiatry #healthcare #depression #psychotherapist #AutismResearch #SocialLearning #AutismUnderstanding #DoubleEmpathy #PreferenceLearning #Neuroscience #AutisticTraits #SocialCues #MentalHealthScience # AutismAwareness
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DATE: July 18, 2026 at 06:00AM
SOURCE: PSYPOST.ORG** Research quality varies widely from fantastic to small exploratory studies. Please check research methods when conclusions are very important to you. **
-------------------------------------------------TITLE: Unpredictable preferences, not flawed learning, drive social misunderstandings in autism
A recent study published in Nature Mental Health suggests that autistic and non-autistic individuals use highly similar strategies when learning about other people’s preferences. The findings provide evidence that both groups rely on flexible learning methods, but the unique and varied preferences of autistic individuals can make their specific likes and dislikes harder to predict. These insights help explain common social misunderstandings without assuming that autistic people lack the ability to read social cues.
Navigating social environments requires people to constantly figure out what others are thinking and feeling. One basic building block of social interaction is learning about another person’s preferences, such as their favorite foods or hobbies. Understanding what someone likes makes it easier to predict their behavior, evaluate if they are trustworthy, and establish a meaningful connection.
Recent concepts in psychology offer a new perspective on these social disconnects. The double empathy problem is a theory suggesting that communication breakdowns between autistic and non-autistic people happen because both groups experience the world differently. According to this framework, both groups struggle to understand each other, rather than the social deficit belonging solely to the autistic person.
The current research builds on previous work to explore how social knowledge shapes learning across different groups. “The senior author, Dr. Gabriela Rosenblau, published findings in 2021, using the preference learning paradigm and computational modeling, which found that autistic and non-autistic participants adopted different strategies when inferring peer preferences,” said Shannon Cahalan.
Cahalan is a postdoctoral fellow at the National Institute of Mental Health working in the Section for Social and Developmental Cognitive Neuroscience. She recently earned her doctorate at the George Washington University and served as the lead author of the current study.
“Specifically, non-autistic youth’s learning could be described by a complex model integrating prior knowledge about peers’ preferences, item relationship representations, and trial-by-trial updating while autistic youth’s own preferences informed their inferences about peers,” Cahalan told PsyPost. “While this finding offered a compelling potential underlying mechanism for social challenges in ASD, there were still some gaps to explore.”
The researchers designed the current study to see if people make more accurate guesses about others who share their own diagnostic background. “For example, would these findings hold up in a larger, more representative sample?” Cahalan asked. “How are autistic self-preferences different from non-autistic self-preferences to begin with? Are autistic adolescents actually basing their inferences on other autistic peers? How does variability in autism trait presentation predict social learning performance? We sought to address these open ends in this study.”
The study was broken down into three separate experiments. The first experiment mapped out the personal preferences of a large group of participants. The sample included 228 non-autistic adults, 125 non-autistic adolescents, and 255 autistic adolescents.
Participants completed an online survey where they rated 120 different food and activity items. They used a six-point scale featuring emoji faces to indicate how much they liked or disliked things like sushi, roller skates, and candy. This step allowed the scientists to see exactly how the self-preferences of autistic teens differed from the other two groups.
The data showed that autistic adolescents had a much wider variety of preferences compared to both non-autistic adults and teens. Autistic teenagers showed distinct patterns, tending to give higher ratings to items like candy, writing supplies, and art supplies. They also tended to give lower ratings to items like salads, vegetables, and fitness equipment compared to the non-autistic groups.
Autistic participants also showed signs of behavioral rigidity in their preferences. Behavioral rigidity refers to a strong desire for sameness and a resistance to change, which is a common characteristic of autism. In this context, autistic teens tended to group their preferences strictly by basic categories, meaning that if they strongly liked one type of fast food item, their ratings for all other fast food items followed a highly similar pattern.
In the second experiment, the scientists tested how 191 non-autistic adults learned about the preferences of teenagers. The adults were split into two groups, with 98 adults guessing the preferences of non-autistic teens and 93 guessing the preferences of autistic teens. The adults did not know the diagnostic status of the teenagers they were evaluating.
During the task, participants guessed how much a specific teenager liked an item and then received immediate feedback on the actual rating. The scientists measured prediction errors, which represent the mathematical gap between a participant’s guess and the true answer. Smaller prediction errors indicate higher accuracy and better social learning.
The adults produced smaller prediction errors when guessing the preferences of non-autistic teens. When learning about autistic teens, the adults made more errors initially but steadily improved their guesses over time. Computer models showed that the adults used a fine-grained learning strategy for both groups, meaning they updated their guesses based on how similar the items were to one another rather than clumping everything into broad categories.
The third experiment shifted the focus to the autistic adolescents. A group of 83 autistic teens guessed the preferences of non-autistic teens. A separate group of 119 autistic teens guessed the preferences of other autistic teens.
The authors expected the autistic teens to be more accurate when judging peers from their own diagnostic group. The data actually showed the opposite pattern. Autistic adolescents made more accurate guesses when predicting the preferences of non-autistic teens.
Just like the adults, the autistic teens actively used the feedback to improve their guesses over time. They also used the exact same fine-grained learning strategy, which contradicts older ideas that autistic teens only rely on their own likes and dislikes to judge others. The authors noted that autistic teens did use general knowledge about other autistic people to form their starting expectations, but this strategy did not lead to better accuracy.
“I was quite surprised as to how integral ‘variability’ was to the interpretation of our results,” Cahalan said. “I went in with a strong expectation that our results would be clear-cut and autistic youth would present with signature and distinct social learning strategies.”
“Instead, our insights were based more on how autistic youth themselves are distinct from one another,” Cahalan explained. “Working on this project fundamentally changed how I approach research focused on autism and related neurodevelopmental disorders.”
The researchers suspect that the wide variety in autistic preferences makes individual autistic teenagers harder to predict. Because autistic likes and dislikes are so diverse, relying on an average group profile does not help much when judging a specific person. Both adults and autistic teens found it easier to predict the non-autistic profiles because those preferences were much less varied and fit a more standard pattern.
“Variability is a ‘feature’ of autism and not a ‘bug,'” Cahalan noted. “The impact of variability, that is, was a core theme of our findings. On one hand, autistic individuals may be more difficult, in general, to learn about because there is variability in their preferences.”
“The ‘average’ autistic preferences are less likely to capture the preferences of a given autistic individual and this has broad ramifications for social learning,” Cahalan added. “On the other hand, variability in autistic traits, like rigidity for example, were especially predictive of autistic teen’s preference learning performance.”
In addition to those broad patterns, the scientists looked at how individual personality traits affected learning within the autistic group. Participants who reported higher levels of overall autistic traits tended to integrate new feedback more slowly. Those who reported higher levels of behavioral rigidity tended to make more overall errors during the guessing game.
Several limitations provide context for how to interpret these findings. The study compared the learning styles of young adults with those of teenagers. Because the two groups were not the same age, the scientists could not perfectly separate the effects of age from the effects of the autism diagnosis.
The complex nature of the guessing task also created challenges for some participants. A small number of autistic participants were unable to finish the experiment because the rules were too demanding. The authors suggest that future studies should create simpler activities to include people across the entire autism spectrum.
The sample of autistic girls was relatively small, with only 55 female participants included in the main tasks. This imbalance made it difficult to detect any reliable differences between how boys and girls learn about social preferences. Future work will need to include more balanced groups to see how gender might interact with social learning.
The study did not tell participants whether the profiles they were evaluating belonged to autistic or non-autistic people. People might change their learning strategies if they explicitly know the diagnostic background of their partner. Future research could explore whether revealing this information alters how people approach social guessing games.
The rating scale used in the study also had a restricted range of only six options. This limited how much the prediction errors could fluctuate during the mathematical analysis. Researchers plan to use continuous rating scales with a wider range of options in future versions of the experiment.
Moving forward, the team plans to expand on these findings by looking at brain activity. “We are continuing to examine social learning at the neural level in autistic and non-autistic youth,” Cahalan said. “Critically, we have acquired extensive neuropsychological, demographic, and behavioral data on our participants which will allow us to further explore how individual differences predict preference learning performance and related functional neural activity in autistic vs. non-autistic youth.”
The study, “Modeling how autistic and non-autistic groups learn about their own and each other’s preferences,” was authored by Shannon Cahalan, Raphael Perla, Sophia Block, Mikaila Loughlin, Christoph W. Korn, and Gabriela Rosenblau.
-------------------------------------------------
Private, vetted email list for mental health professionals: https://www.clinicians-exchange.org
Unofficial Psychology Today Xitter to toot feed at Psych Today Unofficial Bot @PTUnofficialBot
-------------------------------------------------
#psychology #counseling #socialwork #psychotherapy @psychotherapist @psychotherapists @psychology @socialpsych @socialwork @psychiatry #mentalhealth #psychiatry #healthcare #depression #psychotherapist #AutismResearch #SocialLearning #AutismUnderstanding #DoubleEmpathy #PreferenceLearning #Neuroscience #AutisticTraits #SocialCues #MentalHealthScience # AutismAwareness
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Protocol variation does not mean either is malformed, only varied.
In systems theory, an interface must be developed to translate between the two.
In category theory, a functor must be developed to map between two objects.
In society, the autistic person is expected to adapt.
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Is empathy political?
A thread on autistic empathy.A still-quite-popular belief about autistic people is that we lack empathy.
I think this is faulty logic.
Here's why:A thread 🧵
1/10
#ActuallyAutistic #Neurodivergent
#DoubleEmpathy #TheoryOfMind -
Is empathy political?
A thread on autistic empathy.A still-quite-popular belief about autistic people is that we lack empathy.
I think this is faulty logic.
Here's why:A thread 🧵
1/10
#ActuallyAutistic #Neurodivergent
#DoubleEmpathy #TheoryOfMind -
Is empathy political?
An article on autistic empathy.
#Autism #ActuallyAutistic #Neurodivergent #AuDHD #Neurodiversity #Empathy #DoubleEmpathy
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Is empathy political?
An article on autistic empathy.
#Autism #ActuallyAutistic #Neurodivergent #AuDHD #Neurodiversity #Empathy #DoubleEmpathy
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Repeat after me
Autism is not possession
Your child was not stolen from you
They are not contaminated
They are different. Their mind works differently than yours. Yes it still works. Yes it is weird. Yes it is wonderful.
Your child is not a witch. Burning their insides with proverbial fire and literal poison will not back the thing that was stolen from you.
The only thing that has been stolen from you was your humanity, the moment you looked upon your own child as anything other than exactly who they were supposed to be
And that is lost from you forever
We exist because we have to. We are the optimal solution to a problem most of you don't even see.
You can't from way up there. The solution stolen by the same reactive contagion that caused you to treat your child as a symptom to be corrected instead of a person to be understood
You see labels
We see effects
People used to be embarrassed to be this ignorant.
Now they're celebrated
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People talk about the "challenge" of autistic kids. Personally I don't know how I would deal with having allistic kids who wanted to socialise and go out and do things all the time.
#DoubleEmpathy #Autism #autistic #neurodiverse #ActuallyAutistic -
People talk about the "challenge" of autistic kids. Personally I don't know how I would deal with having allistic kids who wanted to socialise and go out and do things all the time.
#DoubleEmpathy #Autism #autistic #neurodiverse #ActuallyAutistic -
It's Autism Day/Month, and I keep telling people they need to learn from autistic people... But what do they most need to know? It's funny, none of the key autistic theories about autism are just about autism: #Neurodiversity, #Monotropism, #DoubleEmpathy. oolong.medium.com/506c7d649823
Autistics on Autism -
It's Autism Day/Month, and I keep telling people they need to learn from autistic people... But what do they most need to know? It's funny, none of the key autistic theories about autism are just about autism: #Neurodiversity, #Monotropism, #DoubleEmpathy. oolong.medium.com/506c7d649823
Autistics on Autism -
"Theory of mind"
And why it isn't all it's cracked up to be.
A thread.
🧵
#Autistic #ActuallyAutistic #Neurodivergent #AuDHD #ADHD #Neurodiversity #TheoryOfMind #Psychology #DoubleEmpathy
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"Theory of mind"
And why it isn't all it's cracked up to be.
A thread.
🧵
#Autistic #ActuallyAutistic #Neurodivergent #AuDHD #ADHD #Neurodiversity #TheoryOfMind #Psychology #DoubleEmpathy
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CW: Ableist, pathologising autism research 🧵
8. Finally – this could have been a blog post! – under ‘Limitations’, the authors identify four caveats, one of which suggests further research to link ‘subjective reports of discomfort with neural activity patterns during eye gaze’
That is, they want to make sure we actually *are* uncomfortable with what they’re doing!
But they also doubt it would really tell them anything useful because of ‘the potential limitations of self-reports in a condition that is very often associated with alexithymia’
Very conveniently for them, it seems we’re not reliable witnesses of our own feelings!
In the last paragraph under ‘Limitations’, the authors talk about potential clinical implications ‘despite these caveats’:
‘… during behavioral therapy, forcing individuals with autism to look in the eyes might be counterproductive and elicit more anxiety …’
They had me at ‘during behavioral therapy’ – behavioural ‘therapy’ (ABA, PBS etc.) is abuse, akin to conversion ‘therapy’
’… however, by not looking at the eyes, the person with ASD will continue to miss critical social information, …’
Again, critical for whom?
‘… and somehow one has to help them to gather all these important cues.’
Oh great, so it’s up to the neurotypicals to ‘somehow’ help us do something we don’t want to do
‘One possible strategy could consist in progressively habituating individuals with ASD to look into the eyes, analogous to the way surgeons habituate to look at open bleeding bodies, and then in incentivizing them to look at the eyes, finding a way to make eye contact somehow less stressful.’
WTF?!
And on that note, I’ll leave it
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CW: Ableist, pathologising autism research 🧵
8. Finally – this could have been a blog post! – under ‘Limitations’, the authors identify four caveats, one of which suggests further research to link ‘subjective reports of discomfort with neural activity patterns during eye gaze’
That is, they want to make sure we actually *are* uncomfortable with what they’re doing!
But they also doubt it would really tell them anything useful because of ‘the potential limitations of self-reports in a condition that is very often associated with alexithymia’
Very conveniently for them, it seems we’re not reliable witnesses of our own feelings!
In the last paragraph under ‘Limitations’, the authors talk about potential clinical implications ‘despite these caveats’:
‘… during behavioral therapy, forcing individuals with autism to look in the eyes might be counterproductive and elicit more anxiety …’
They had me at ‘during behavioral therapy’ – behavioural ‘therapy’ (ABA, PBS etc.) is abuse, akin to conversion ‘therapy’
’… however, by not looking at the eyes, the person with ASD will continue to miss critical social information, …’
Again, critical for whom?
‘… and somehow one has to help them to gather all these important cues.’
Oh great, so it’s up to the neurotypicals to ‘somehow’ help us do something we don’t want to do
‘One possible strategy could consist in progressively habituating individuals with ASD to look into the eyes, analogous to the way surgeons habituate to look at open bleeding bodies, and then in incentivizing them to look at the eyes, finding a way to make eye contact somehow less stressful.’
WTF?!
And on that note, I’ll leave it
-
CW: Ableist, pathologising autism research 🧵
7. In the Discussion section:
‘In everyday life, [oversensitivity to socio-affective stimuli] may lead to attempts to decrease one’s arousal levels, and first-hand reports suggest that simply avoiding to attend to the eyes of others is one common strategy among individuals with ASD.’
It’s a very good strategy! Works for me anyway
(Here btw is another reference to the listicle in The Mighty, suggesting the authors hadn’t directly engaged with the Autistic community at all!)
The paragraph continues:
‘Such a strategy is unlikely, however, to come without costs, since the eyes carry *important interpersonal and deictic information* during social interaction and communication, …’
Important to whom??
‘… and eye-avoidance may result in cascading effects leading to *improper development of the social brain*’
Improper development? By what standard of propriety?
-
CW: Ableist, pathologising autism research 🧵
7. In the Discussion section:
‘In everyday life, [oversensitivity to socio-affective stimuli] may lead to attempts to decrease one’s arousal levels, and first-hand reports suggest that simply avoiding to attend to the eyes of others is one common strategy among individuals with ASD.’
It’s a very good strategy! Works for me anyway
(Here btw is another reference to the listicle in The Mighty, suggesting the authors hadn’t directly engaged with the Autistic community at all!)
The paragraph continues:
‘Such a strategy is unlikely, however, to come without costs, since the eyes carry *important interpersonal and deictic information* during social interaction and communication, …’
Important to whom??
‘… and eye-avoidance may result in cascading effects leading to *improper development of the social brain*’
Improper development? By what standard of propriety?
-
That's study on brain synchronicity is interesting.
I can't wait for someone to try it out on #ActuallyAutistic people as a way of exploring the #DoubleEmpathy problem.
The part about greater synchronicity between creatures with a strong sense of their place in the status hierarchy was especially intriguing.
Is it bad that I'd be kind of horrified if my brain didn't show itself resistant to synchronizing with most folks ?!? 🤦♀️
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That study on brain synchronicity is interesting.
I can't wait for someone to try it out on #ActuallyAutistic people as a way of exploring the #DoubleEmpathy problem.
The part about greater synchronicity between creatures with a strong sense of their place in the status hierarchy was especially intriguing.
Is it bad that I'd be kind of horrified if my brain didn't show itself resistant to synchronizing with most folks ?!? 🤦♀️
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@joshsusser @roryreckons that is a major oversight! Quite odd. They do cite Noah Sasson on thin-slice judgements, so they can't have been *totally* unaware of the #doubleEmpathy problem.
Great topic though! Looks like really useful research, I'm a little surprised I missed it at the time.
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Recommended: “Why everything you know about #autism is wrong” by #OpenlyAutistic Dr. Jac den Houting
https://www.youtube.com/watch?v=A1AUdaH-EPM
For me, I think this is a very good video to pass as an introduction of sorts to family, friends, colleagues, who are not (yet) knowledgeable about us. Most especially to those who only (blindly) listen to doctors/professionals or to reputable (public) figures.
#TED #TEDx #TEDtalks #TEDxTalks #AutismSspectrum #Autistic #Autistics #ActuallyAutistic #ActuallyAutistics #Neurodivergent #DoubleEmpathy #SocialDisability #Disability
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Recommended: “Why everything you know about #autism is wrong” by #OpenlyAutistic Dr. Jac den Houting
https://www.youtube.com/watch?v=A1AUdaH-EPM
For me, I think this is a very good video to pass as an introduction of sorts to family, friends, colleagues, who are not (yet) knowledgeable about us. Most especially to those who only (blindly) listen to doctors/professionals or to reputable (public) figures.
#TED #TEDx #TEDtalks #TEDxTalks #AutismSspectrum #Autistic #Autistics #ActuallyAutistic #ActuallyAutistics #Neurodivergent #DoubleEmpathy #SocialDisability #Disability
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@KaCi @actuallyautistic yes!
If you haven't read @scrappapertiger's 'When everyone is speaking a different language' I think you might appreciate it very much; it's on exactly this theme.
#Alexithymia #creativity #doubleEmpathy
https://link.medium.com/aAoL6bho2wb -
@KaCi @actuallyautistic yes!
If you haven't read @scrappapertiger's 'When everyone is speaking a different language' I think you might appreciate it very much; it's on exactly this theme.
#Alexithymia #creativity #doubleEmpathy
https://link.medium.com/aAoL6bho2wb -
CW: Elon Musk, autism, eugenics, privilege
This is a sensitively-written and hugely insightful article by @ferrous
‘I think we can all learn something from Elon Musk: from his failures, and from the costs of his successes. Only some of that has much to do with autism, but the parts that do, provide a powerful cautionary tale for autistic people who want to make the world a better place’
https://oolong.medium.com/elon-musks-autistic-anti-patterns-5a96111ef28f
#ActuallyAutistic #autism #Aspergers #AspieSupremacy #eugenics #neurodiversity #AntiPatterns #DoubleEmpathy #empathy
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1/3 Natureconnection and #Autism.
As an #actuallyautistic person, I struggle a lot with connections with other human beings. #DoubleEmpathy really is a problem.
Not so with nature. Nature does not pretend or play social games. She is always there without judgement. There is always something new to discover and there is always a tree to hug.
It is not an exaggeration for me to say that #natureconnection routines really helped me a lot, many times.This video below was featured on the Scottish #MentalHealth festival in 2021. It tells you much of my natureconnection journey
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As an #ActuallyAutistic linguist, I’m enjoying the AMASE #LinguisticsAndAutistics talk by Gemma Williams looking at the implications of #RelevanceTheory to the #DoubleEmpathy problem
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It’s hard to get an understanding of things like the #DoubleEmpathy problem out there without having a huge reach, says Pete
That probably means government (hmm) or mainstream media (which doesn’t platform ND people)
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For anyone who who’d like to hear Monique Botha’s brilliant talk from yesterday, it’s now available on YouTube
cc: @masukomi, @darckcrystale, @edyother
#ActuallyAutistic #autoethnography #AutismResearch #DoubleEmpathy
TW: dehumanising and stigmatising of Autistic people by autism researchers
