Embracing neurodiversity in doll play: Investigating neural and language correlates of doll play in a neurodiverse sample

Keating, Jennifer, Hashmi, Salim, Vanderwert, Ross E. ORCID: https://orcid.org/0000-0002-2280-8401, Davies, Rhys M., Jones, Catherine R. G. ORCID: https://orcid.org/0000-0003-0541-0431 and Gerson, Sarah A. ORCID: https://orcid.org/0000-0001-8710-1178 2024. Embracing neurodiversity in doll play: Investigating neural and language correlates of doll play in a neurodiverse sample. European Journal of Neuroscience 60 (3) , pp. 4097-4114. 10.1111/ejn.16144

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Abstract

Doll play may provide opportunities for children to rehearse social interactions, even when playing alone. Previous research has found that the posterior superior temporal sulcus (pSTS) was more engaged when children played with dolls alone, compared to playing with tablet games alone. Children's use of internal state language (ISL) about others was also associated with pSTS activity. As differences in social cognition are frequently observed in autistic people, we were interested in the brain and language correlates of doll play in children with varying levels of autistic traits. We investigated children's (N = 57, mean age = 6.72, SD = 1.53) use of ISL and their pSTS brain activity using functional near-infrared spectroscopy (fNIRS) as they played with dolls and tablet games, both alone and with a social partner. We also investigated whether there were any effects of autistic traits using the parent-report Autism Spectrum Quotient—Children's Version (AQ-Child). We found that the left pSTS was engaged more as children played with dolls or a tablet with a partner, and when playing with dolls alone, compared to when playing with a tablet alone. Relations between language and neural correlates of social processing were distinct based on the degree of autistic traits. For children with fewer autistic traits, greater pSTS activity was associated with using ISL about others. For children with more autistic traits, greater pSTS activity was associated with experimenter talk during solo play. These divergent pathways highlight the importance of embracing neurodiversity in children's play patterns to best support their development through play.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Psychology Cardiff University Centre for Human Development Science (CHDS)
Publisher:	Wiley
ISSN:	0953-816X
Date of First Compliant Deposit:	31 August 2023
Date of Acceptance:	29 August 2023
Last Modified:	04 Sep 2024 13:52
URI:	https://orca.cardiff.ac.uk/id/eprint/162121

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