Müller-Lyer Illusion susceptibility is conditionally predicted by autistic trait expression

Müller-Lyer (ML) figures bias size estimation consistently, yet different methods can lead to different degrees of illusory bias. Autistic individuals may also be less likely to perceive illusory biases with varying levels of autistic trait expression proposed to modulate reported illusory biases. The Autism-Spectrum Quotient (AQ) and Systemizing Quotient (SQ) are self-report measures that quantify autistic trait expression and systemizing ability in neurotypical individuals. The current study sought to determine if perceptions of illusory size bias negatively correlate with autistic trait expression and the extent to which varying methods of illusion presentation change the magnitude of illusory bias. Thirty neurotypical adults completed both questionnaires as well as four size estimation tasks. Two tasks involved perceptual discrimination of ML figures by concurrent and successive presentation, where participants selected the longer figure by keypress. For Tasks 3 and 4, participants adjusted the size of a non-illusory line (Task 3) or complementary illusory figure (Task 4) to match the perceived length. Overall, task performance was not correlated with autistic trait expression. One exception was a negative correlation with AQ when adjusting a complementary illusory ML figure in Task 4. Illusory biases were also stronger when two illusory figures were presented concurrently. Given these results, illusion susceptibility to the ML is suggested to be reduced with increases in AQ, but only when the method of illusion measurement is adjustment of concurrent illusory figures. Taken together the results provide evidence that traits associated with autism in a neurotypical population may systematically modulate perception.

The effects of autistic traits and academic degree on visuospatial abilities

In the present study, we were interested to investigate how autistic traits (including systemizing and empathy) and academic degree influence individuals' visuospatial abilities. To this end, 352 university students completed the Autism Spectrum Quotient (AQ), the Empathy Quotient, the Systemizing Quotient (SQ) and visuospatial tests measuring figure disembedding and mental rotation of two-dimensional figures. Engineering-design students (architecture and engineering) were the most accurate in disembedding and mentally rotating figures, followed by students of physical sciences (computer science, chemistry, physics, etc.) and fact-based humanities (languages, classics, law); biological (psychology and neuroscience, etc.) and systems-based social scientists (economics and commerce) were the least accurate. Engineering-design students also showed higher SQ scores with respect to the other four academic degree subjects, with students of biological sciences showing lower SQ scores. Importantly, results from a path analysis revealed that SQ (but not AQ) exerted an indirect effect on figure disembedding and mental rotations through the influence of the academic degree. Thus, the present findings reveal shady differences in systemizing degree and visuospatial performance within systemizing-based degree subjects. Implications for education are discussed.

Factor Structure and Psychometric Properties of the Farsi Versions of Empathy and Systemizing Quotient: Short Forms

Objective: We aimed to examine the validity and reliability of the empathy quotient (EQ) and systemizing quotient (SQ) in a Farsi-speaking population. Method : This study explores the factor structure and psychometric properties of the Farsi translations of the 22-item version of EQ and the 25-item version of SQ among 542 young university students. Results: Applying a cross-validation approach, a 14-item two-factor model and a 15-item four-factor model for the Farsi translations of the short versions of EQ and SQ, respectively, were extracted from the exploratory dataset using exploratory factor analysis (EFA). Confirmatory factor analysis (CFA) on the validation dataset confirmed the factor structures identified by EFA. In addition, acceptable internal consistency and test-retest reliability were demonstrated for the Farsi translations of the 14-item two-factor EQ model and the 15-item four-factor SQ model. Conclusion: The results suggested further evidence in favor of the multi-factorial constructs of the EQ and SQ and validity and reliability of the scales.

Internalizing and Externalizing Problems, Empathy Quotient, and Systemizing Quotient in 4 to 11 Years-Old Siblings of Children with Autistic Spectrum Disorder Compared to Control Group

Objective: This study was conducted to recognize the problems of living with a sibling with Autistic Spectrum Disorder (ASD) to improve their quality of life. Method : A total of 30 participants were selected among the 4-to11- year-old siblings of children who had referred to Tehran Psychiatric Institute due to autism spectrum disorder. For the control group, 30 children aged 4 to11years old who were the siblings of patients with chronic diseases referring to Pediatric Clinic of Rasoul-e Akram (PBUH) hospital were selected. Gilliam Autism Rating Scale-Second Edition (GARS-2) was filled out for patients and siblings participating in the study and Child Behavior Checklist was completed by their parents. Results: The mean age of the patients in this study was 4.46 ± 9.66 years (range: 1.5-22 years), and the mean age in the healthy children was 2.54 ± 8.18 years (range: 4-11 years). The mean scores of anxiety/depression, withdrawn/depressed, somatic complaints, social problems, thought problems, attention problems, and rule-breaking behavior subscale of CBCL (Child Behavior Checklist) were not significantly different between groups. Aggressive behavior was the only subscale that showed such difference (p = 0.008). Externalizing problems in children who had siblings with ASD was higher than children who had siblings with physical illness. In a group in which a sibling had ASD, sisters were more anxious/ depressed than brothers. Conclusion: Due to various psychological and social problems that siblings of children with ASD experience throughout their life, studying their psychological problems to improve their quality of life seems to be of paramount importance.