Their very own interactions with others. In the present study we varied the motivation for

Their very own interactions with others. In the present study we varied the motivation for optimistic selfpresentation by manipulating a individual get thatS. Begeer ( P. Lunenburg M. Meerum Terwogt H. Stegge Division of Developmental Psychology,VU University Amsterdam,Van der Boechorststraat ,,BT,Amsterdam,The Netherlands e-mail: R. Banerjee Developmental Psychology,University of Sussex,Falmer,UK C. Rieffe Leiden University,Leiden,The Netherlands Present Address: P. Lunenburg PI Investigation,Duivendrecht,The NetherlandsJ Autism Dev Disord :could potentially be attained by strategic decision of selfdescriptions,following AloiseYoung . Considering that youngsters with high functioning ASD (HFASD) are sensitive to such manipulations (Begeer et al. ,,we expected them to report fewer constructive selfstatements in baseline selfdescriptions but to increase their good selfstatements and helpful selfpresentation methods within a selfpromotion condition.Supplies SelfPresentation Process: Baseline and SelfPromotion SelfDescriptions To elicit baseline selfdescriptions the kid was told: `Imagine a film crew will come PubMed ID: for your school. They choose to interview young children and you’re getting interviewed as well. They wish to know what kind of kids visit this college. They ask you to tell them what kind of boygirl you might be. What would you inform them’ To elicit selfpromotion selfdescriptions,the kid was asked a more particular query,where a individual aim was introduced. The kid was told: `Imagine the film crew then tells you that they may pick out one particular youngster which can take part in a game with a lot of prizes to become won. The crew is going to film you. You are able to inform them why they need to allow you to take part in the game together with the prizes. What would you inform them’ Theory of Mind Process A secondorder falsebelief job,derived from Sullivan et al. ,involved a story about a mother and her child. A series of probe and control inquiries was asked to ensure that the child was following the story. Immediately after each probe or control query was answered,feedback or correction was offered for the kid. Ultimately,the secondorder falsebelief question was asked,along with the youngster was prompted to justify hisher response. Process All tests have been presented orally by one of several investigators within a quiet room. The tasks have been a part of a bigger battery of tests that are not reported here. The tasks had been administered in counterbalanced order. The total duration of your session was min. The intelligence test was administered on yet another occasion,around weeks later. Coding SelfPresentationMethods Participants Fortythree kids with HFASD participated ( boys,girls),which includes young children with PDDNOS and children with autism or Asperger syndrome. The diagnostic classification was based on the assessment by a youngster psychiatrist and various informants (psychologists and educationalists) who observed and tested the young children in the group and in college through a NSC5844 biological activity period of a minimum of months. The youngsters fulfilled established diagnostic criteria in line with the DSMIVTR (American Psychiatric Association. The comparison group integrated typicallydeveloping children ( boys,girls),individually matched on chronological and mental age with the HFASD group. Participants’ initial language was Dutch. They were tested in a familiar setting inside their college. Consent for participation was obtained from parents and head teachers. A short version on the Dutch Revised Wechsler Intelligence Scale for Young children (WISCR; Van Haasen.