A study co-authored by Visiting Assistant Professor of Psychology Camilla McMahon was published online by the Journal of Autism and Developmental Disorders.
In “Metacognitive Awareness of Facial Affect in Higher-Functioning Children and Adolescents with Autism Spectrum Disorder,” McMahon and her co-authors presented findings of their study comparing face stimuli responses in participants with and without autism spectrum disorder (ASD).
According to the article’s abstract, the “results suggest that individuals with ASD have metacognitive impairments and are overconfident in face processing” and that “metacognition may be a pivotal skill to teach in interventions.”
