{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,28]],"date-time":"2026-10-28T07:26:34Z","timestamp":1793172394654,"version":"4.5.0"},"reference-count":89,"publisher":"Cambridge University Press (CUP)","issue":"2","license":[{"start":{"date-parts":[[2006,3,28]],"date-time":"2006-03-28T00:00:00Z","timestamp":1143504000000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/www.cambridge.org\/core\/terms"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Dev Psychopathol"],"published-print":{"date-parts":[[2006,6]]},"abstract":"<jats:p>\n                    This study evaluated\n                    <jats:italic>Mind Reading<\/jats:italic>\n                    , an interactive systematic \nguide to emotions, for its effectiveness in teaching adults with Asperger \nsyndrome (AS) and high-functioning autism (HFA) to recognize complex \nemotions in faces and voices. Experiment 1 tested a group of adults \ndiagnosed with AS\/HFA (\n                    <jats:italic>n<\/jats:italic>\n                    = 19) who used the software at home \nfor 10\u201315 weeks. Participants were tested on recognition of faces \nand voices at three different levels of generalization. A matched control \ngroup of adults with AS\/HFA (\n                    <jats:italic>n<\/jats:italic>\n                    = 22) were assessed without \nany intervention. In addition, a third group of general population \ncontrols (\n                    <jats:italic>n<\/jats:italic>\n                    = 24) was tested. Experiment 2 repeated the design of \nExperiment 1 with a group of adults with AS\/HFA who used the software \nat home and met in a group with a tutor on a weekly basis. They were \nmatched to a control group of adults with AS\/HFA attending social \nskills training and to a general population control group (\n                    <jats:italic>n<\/jats:italic>\n                    = 13 \nfor all three groups). In both experiments the intervention group improved \nsignificantly more than the control group on close, but not distant, \ngeneralization tasks. Verbal IQ had significant effects in Experiment 2. \nUsing\n                    <jats:italic>Mind Reading<\/jats:italic>\n                    for a relatively short period of time allows \nusers to learn to recognize a variety of complex emotions and mental \nstates. However, additional methods are required to enhance \ngeneralization.\n                    <jats:fn>\n                      <jats:p>The first author was \nsupported by the National Alliance for Autism Research, the Corob \nCharitable Trust, the Cambridge Overseas Trust and B'nai B'rith \nLeo Baeck scholarships. The second author was supported by the Shirley \nFoundation, the Medical Research Council, and the Three Guineas Trust. We \nare grateful to the following for helping with this study: our \nparticipants, Red Green and Blue Ltd, Jessica Kingsley Ltd, Pamela Yates \nfor arranging and running the social skills groups, Andrea Macleod and Rob \nWhiskens (Autism West Midlands), Jill Howard (Autism London), Lynne Moxon \n(European Services for People with Autism), and Harriet Fisher and James \nGraham (The Interact Centre). Many thanks to Jacqueline Hill, Chris \nAshwin, Sally Wheelwright, Matthew Belmonte, Yael Golan, Sarah Johnson, \nEmma Chapman, and Ilaria Minio Paluello. A version of this work was \npresented at the International Meeting For Autism Research (IMFAR), May \n2004.<\/jats:p>\n                    <\/jats:fn>\n                  <\/jats:p>","DOI":"10.1017\/s0954579406060305","type":"journal-article","created":{"date-parts":[[2008,4,21]],"date-time":"2008-04-21T05:50:56Z","timestamp":1208757056000},"page":"591-617","source":"Crossref","is-referenced-by-count":464,"title":["Systemizing empathy: Teaching adults with Asperger syndrome or \nhigh-functioning autism to recognize complex emotions using interactive \nmultimedia"],"prefix":"10.1017","volume":"18","author":[{"given":"OFER","family":"GOLAN","sequence":"first","affiliation":[{"name":"University of \nCambridge"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"SIMON","family":"BARON-COHEN","sequence":"additional","affiliation":[{"name":"University of \nCambridge"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"56","published-online":{"date-parts":[[2006,3,28]]},"reference":[{"key":"S0954579406060305_ref059","doi-asserted-by":"publisher","DOI":"10.1023\/B:JADD.0000029552.42724.1b"},{"key":"S0954579406060305_ref082","doi-asserted-by":"crossref","unstructured":"Teunisse, J. 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