Understanding “Friendship” Among Autistic Adults: Insights From Narratives of Everyday and Social Life
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
ABSTRACT This work explores the ways autistic individuals describe and perceive their friendship relationships. Through qualitative analysis of participants' accounts, I discuss the importance that autistic adults attribute to values of “comfort,” “acceptance,” and “trust” in their relationships with the people they call “friends” and explain the centrality of these aspects to how they understand and define “friendship.” By conceptualizing friendship as relatedness, I argue that perceptions and practices of friendship among autistic people cannot be fully understood if not examined in the context of the intersection of personal difficulties, physical‐social environments, cultural attitudes, and lived experiences of autistic individuals. Accordingly, this study offers an analysis of how these intersecting aspects constitute a basis for the building of intersubjectivity among autistic persons and construct the shared moral values and expectations that underlie their understanding of, and approach to, friendship. Furthermore, by showing how friendship perceptions among autistic individuals stem in part from shared corporeal and perceptual experiences, this study offers insights into the perceptual foundations of social relationships. Through examining friendship and sociability, I tease out the intricate daily and social experiences of autistic people and elucidate the complexity of the category of friendship and its efficiency for understanding human experiences.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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 it