Denna avhandling utgörs av tre studier (I-III) av barns sociala perception.
Alla studier har använt mätning av ögonrörelser som metod. I Studie I och Studie II undersöktes perception av handlingar hos barn med normal utveckling och hos barn med autismspektrumstörning. I Studie III undersöktes ansiktsperception hos barn med autismspektrumstörning.
Enligt en inflytelserik teori ligger hjärnans Spegelneuronsystem bakom vår förståelse av andras handlingar. Spegelneuronsystemet låter oss förstå andras handlingar genom att det knyter sensorisk information från handlingar vi ser andra göra till vår egen motoriska erfarenhet med liknande handlingar. I Studie I mätte vi ögonrörelser hos sex och tolv månader gamla barn och hos vuxna när de tittade på andras manuella handlingar (flytta leksaker till en hink). Vuxna och tolv månader gamla barn flyttade blicken till hinken innan handen hade nått dit. Sex månader gamla barn flyttade däremot blicken till hinken efter handen hade nått fram. Reaktiva ögonrörelser observerades även hos vuxna och tolv månader gamla barn när de tittade på leksaker som förflyttas av sig själva till hinken, vilket antyder att prediktiva ögonrörelser kräver att man ser en interaktion mellan en hand och ett föremål. Utvecklingen av prediktiva ögonrörelser vid observation av andras handlingar sammanfaller med spädbarns egna motoriska utveckling (tolv månader gamla barn kan flytta saker till hinkar, sex månader gamla barn kan det inte). Dessa fynd stämmer väl överens med synen att Spegelneuronsystemet – tränad genom egen motorisk utveckling – utgör ett fundament för barns prediktion av andras handlingar.
Enligt en relaterad teori kan sociala symptom vid autismspektrumstörning härledas till störningar i Spegelneuronsystemet. I Studie II fick förskolebarn med autismspektrumstörning samt barn och vuxna med normal utveckling titta på de samma filmerna som användes i Studie I. Om teorin är korrekt, förväntas man inte observera samma titt-beteende vid observation av handlingar hos barn med autismspektrumstörning som hos barn med normal utveckling. Vi fann emellertid at grupperna inte skilde sig åt. Alla använde prediktiva ögonrörelser till målområden vid observation av andras manuella handlingar. Detta fynd stödjer inte synen att störningar i Spegelneuronsystemet är förklaringen till sociala symptom vid autismspektrumstörning.
tyder på att barn med autismspektrumstörning fokuserar på delarna i ett ansikte, medan barn med normal utveckling tenderar att se ansiktet som en helhet. I Studie III visade vi ansikten för barn med autismspektrumstörningar, och analyserade titt-beteende i relation till deras kliniska symptom. Resultaten stödde synen att barn med autismspektrumstörning bearbetar information från ansiktets olika delar utan att integrera dem till en helhet. Det fanns stor variation i titt-beteende inom gruppen med autismspektrumstörning, variation som kunde förklaras av individuella skillnader i sociala och kommunikativa färdigheter.
Acknowledgements
First of all, I would like to thank my first supervisor Claes von Hofsten for his invaluable support and guidance in all stages of the research. I am also very thankful to my second supervisor Kerstin Rosander. Her enthusiasm has inspired me and her hands-on experience with various techniques has helped me overcome numerous problems. Due to Claes and Kerstin’s hospitality and engagement, it has been a pleasure to work at the Uppsala Babylab, both scientific-wise and social-wise.
Although not my supervisor in a formal sense, Gustaf Gredebäck has been as much a supervisor as one can imagine. Especially during the first years (before he moved to Oslo), he helped me on a day-to-day basis. Gustaf is a great scientist, but also a great teacher that listens to others’ ideas and gives freedom to develop at one’s own pace.
I would also like to thank all the people at the Babylab, in particular Pär Nyström and Ben Kenward who have helped me with technical as well as scientific questions. I would also like to thank Andrea Handl, Gunilla Bohlin and Peter Juslin for helping me improve the quality of this thesis. Thanks also to my co-authors Elisabeth Fernell and Christopher Gillberg for support and fruitful discussions.
I am also very thankful to my parents, Cecilie and Alf Henrik, who never grew tired of my endless childhood inquiries (“who created the universe?”
etc). I am also very thankful to my grandfather Nils Martin for showing continuous support and interest in my work, and to my sister and brother, Kaja and Martin.
My two daughters Elsa and Hedda have also been extremely supportive in their own, mainly implicit, ways. Finally, I would like to thank Karin for her patience, her advice, her caring and for her firm conviction that there are more important things in life than science.
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