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Différences inter-individuelles dans la capacité à lire l’intention sociale depuis la cinématique
Individual evaluations of social and imagery sensitivity The Reading the Mind in the Eyes Test, which will be referred to as the RME-test in the following sections (Baron-Cohen, Jolliffe, Mortimore & Robertson, 1997; Baron-Cohen, Wheelwright, Hill, Raste & Plumb, 2001) was designed to measure each individuals’ sensitivity to social cues and in particular the participants’ ability to understand others’ complex mental states. This test has shown a high potential to distinguish an individual’s tendency to attend to others’ intentions in joint cognitive tasks (Ruys & Aarts, 2010). In the RME-test, participants were required to categorize eye-regions of 36 facial expressions by selecting a mental state label that matched the perceived expression, selecting one out of the four terms proposed. In the present experiment, participants completed a French version of this test (Prevost, Carrier, Chowne, Zelkowitz, Joseph & Gold, 2013) and were encouraged to select the appropriate term as fast as possible. Overall, the more people attend to the intentions of others, the higher are their scores on the RME-test. We also administered a French version (Loison et al., 2013) of the revised second version (MIQ-RS, Gregg, Hall & Butler, 2010) of the Movement Imagery Questionnaire (MIQ-R, Hall & Martin, 1997). This questionnaire is a reliable measure of motor imagery that distinguishes kinesthetic motor imagery from visual motor imagery. Participants were required to perform and imagine daily life actions that were similar in the two subscales, involving both upper and lower limbs.
Procedure
Participants were seated at a table in a silent experimental box, facing the experimenter. They took part in a short cooperative game to get familiarized with the paradigm. These pre-test trials consisted in similar manipulative movements than that performed by the actor in the stimuli video. Participants performed 15 trials for which they were required to pick and place a wooden dowel at the center of the table for their own purpose and 15 trials for which the wooden dowel was picked and placed for the experimenter. After this familiarization phase, participants were instructed to watch and categorize previously recorded videos clips from the same two conditions. Participants had to categorize a total of 30 videos (15 social and 15 personal). The instructions before categorization were given orally as follow (“Is the actor placing the dowel for a personal use?” OR “Is the actor placing the dowel to give it to his partner?”).The videos stimuli in the categorization task were displayed on a grey background on a laptop computer using the PsychToolbox for Matlab (Natick, MA). Before each trial, a white fixation cross-appeared on the grey screen during a variable interval of 500-1000 msec. After each video presentation, as soon as the clip ended, a blank screen was shown during which participants were prompt to give their decision. They were instructed to categorize each movie clip as fast and as accurately as possible. The response keys were marked with tape placed directly on the azerty computer keyboard (“a” for social and “p” for personal). The response keys were counterbalanced across participants. No feedback was given during the experiment. Finally, the participants were required to complete the French version of the RME-test and the Movement Imagery Questionnaire – Revised. The order of presentation of the two tests was also counterbalanced across participants. After the entire completion of the experiment, participants were asked to comment on the general degree of confidence that they had in their answers in the categorization task. Finally, participants obtained a short debriefing period and were thanked for their participation.
Analysis
Response times were calculated as the time interval between the presentation of the last frame of the video and the participant’s key press. For the analyses of the amount of correct responses, it is to note that in our experiment the error in judging one kind of stimulus (e.g. social) was redundant with the correct judgment of the other kind of stimulus (e.g. personal). Consequently, the results were expressed in total percentage of correct responses (Bond & DePaulo, 2006). Scores for each category were compared to the reference constant, i.e., the random answer value of 0.50, with a single sample t-test. To test whether the classifications rates would entail any substantial individual differences in the perception of social intention, we performed correlation analyses. We then checked whether the percentage of correct responses was correlated with the social cognition measure and with the motor and visual imagery measures, separately. Final score in the French version of the RME-test was computed on 34 items, excluding the items 13 and 23 from analysis as recommended (Prevost et al., 2013). Concerning the imagery measures, the two scores (kinesthetic ; visual) were calculated on a 7 points scale. All analyses were conducted two-tailed and the alpha level of significance was set to 0.05.
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