Bibliographic record
Abstract
Autism Spectrum Disorder (ASD) is a developmental disorder characterized by impairments in social interaction and communication, and by restricted and repetitive behaviour. While, there is some debate among researchers regarding the underlying deficit causing ASD, determining such a deficit is critical to guiding early identification and fostering effective instruction for individuals with ASD. The purpose of this paper is to evaluate four contemporary theories of ASD - theory of mind, central coherence, executive functioning, and hyper-systemizing - in terms of their explanatory power, specificity, and universality. The evaluation reveals that the concomitant deficits in/of theory of mind, central coherence, or executive functioning do not meet the criteria of primary deficit in individuals with ASD. While more research is necessary, the superior explanatory power of Baron-Cohen’s (2006) proposed hyper-systemizing theory of autism, suggests that this is a promising new account of the core deficit in ASD. In order to encourage the integration of theory, research, and practice, this paper discusses the implications of hyper-systemizing theory to future research and to the development of educational interventions.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.002 | 0.001 |
| Meta-epidemiology (broad) | 0.003 | 0.001 |
| Bibliometrics | 0.012 | 0.009 |
| Science and technology studies | 0.001 | 0.005 |
| Scholarly communication | 0.003 | 0.006 |
| Open science | 0.003 | 0.002 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".