Students in academic environments receive near-constant feedback about both their own abilities as well as the performance of their peers which could significantly alter their cognitive and learning outcomes. This research investigates whether this social feedback concerning peer ability would improve students’ cognitive performance as measured by a visual working memory (VWM) task. Specifically, the present study provides either positive or negative feedback by means of peers’ performance to test for changes in the quality (memory precision) and the memorability (memory failure rate) of visual working memory representations. The effect of feedback on individual confidence was also examined, as feedback might impact subjective confidence instead of object task performance. Memory precision, participant guess rate, and confidence were compared across both halves of the experiment to determine potential time differences. Participants (N=105) were each administered a 300-trial Delayed Estimation Task to assess visual working memory ability. Participants were asked to rate their confidence in their task response after each trial and were all informed of their own response accuracy after every block of 30 trials. Along with personal feedback after each block, individuals were randomly assigned to view feedback ranking their performance as more or less accurate than other students. Results indicate a nonsignificant effect of peer feedback type on individual memory precision, guess rate, and confidence, which ran contrary to experimental hypotheses. These trends could have occurred due to the presence of participant-based moderating factors that could impact how certain individuals respond to feedback. Additionally, significant increases in both the precision of participants’ memory representations and the rate at which they guessed on the Delayed Estimation Task were observed across time. Together, these findings highlight the need for further research on the nuanced effects of social feedback on neural processing in order to improve student cognition over time.
Objective: This research intended to characterize the influence of sex and age on social cognition in adults with ASD using an adult sample. We hypothesized Reading the Mind in the Eyes (RME) scores would be lower in adults with ASD, with a stronger relationship between decreasing performance aging effects compared to NTs. Additionally, we hypothesized deficits would be more severe in in males with ASD compared to females with ASD.
Methods: The RME task was administered to 181 adults to quantify ToM abilities. The participants consisted of 100 adults with ASD (69 males, 32 females; age range: 18-71, mean=39.45±1.613) and matched 81 NT adults (47 males, 34 females; age range: 18-70, mean=41.51±1.883). Multiple regression analyses examined interactions between diagnosis and age, diagnosis and sex, and diagnosis by age by sex. Exploratory within group analyses assessed 1) sex differences using ANCOVA, and 2) associations with age using Pearson correlation in SPSS.
Results: We found that NT adults performed better on the RME task than adults with ASD. Worse performance on the RME task correlated with greater age for the NT, but not ASD. Additionally, no influence of sex on RME scores was identified.
Discussion: These results are consistent with other studies indicate social cognition deficits in adults with ASD compared to NT adults. Additionally, we replicated findings that suggest ToM performance declines with age in NT adults. Fewer social relationships, smaller social networks, and reduced social engagement have been associated with aging in both NTs and individuals with ASD (Pratt & Norris, 1994). However, our cross-sectional sample suggests ToM abilities may not decline with age in adults with ASD as hypothesized. Longitudinal studies are needed to corroborate these findings. Further developments in this line of research may inform novel interventions tailored toward the growing population of adults with ASD. Ultimately, our research aims to improve quality of life across the lifespan for an already vulnerable population.