Evaluation_ Baron-Cohen ( Eye Test) Strengths of the study 1. Reliability Standardisation A strength of Baron-Cohen et al.’s study is the high level of standardisation. The revised eyes test has a standardised procedure with each participant seeing the same 36 pairs of eyes. Additionally, the images were always the same size, in black and white, with four options, including three foils. There was only ever one correct answer and all participants were provided with a glossary of terms. This high level of standardisation means other researchers can check the reliability of the findings and re-examine non-significant findings, such as the difference between males and females. 2. Objectivity and subjectivity Quantitative data A strength of this study was that the data was objective, in that there was no interpretation necessary on the part of the researchers. The participants were either right or wrong in their answers as it was a fixed-choice task with pre-determined correct answers, leading to quantitative data. This means there was no room for researcher bias when analysing participants’ answers as they simply had to tick whether the participant had chosen the correct target answer or one of the incorrect foils, increasing the study’s validity. 3. Control: The researchers-controlled variables like age, sex and IQ. This means that they could be more sure that it was only the factor of Autism that was affecting the scores, as opposed to a factor like age confounding the results. Evaluation_ Baron-Cohen ( Eye Test) Weaknesses of the study 1. Validity Lack of random allocation However, a weakness was that participants could not be randomly allocated to groups, as the independent variables were naturally occurring (i.e. diagnosis of HFA/AS or male/female). Due to this, there may have been participant variables between the groups, particularly as some participants were recruited via volunteer sampling, with each group being recruited in different ways and from different parts of the UK. The participants within each group may have had similar features to one another, causing them to perform better or worse on the eyes test. This would reduce the validity of the results as any differences between the HFA/ AS group and the control conditions may not have been due to the independent variable. 2. Generalising beyond the sample A weakness is that the findings may not be generalisable to other individuals with HFA/ AS. The sample in the HFA/AS group was very small, with only 15 male adults who had self-selected to take part. This means that they were particularly motivated to take part in the research or had a special interest in the study. Therefore, they may not be representative of all individuals with high-functioning autism spectrum disorder (as it is known today). 3. Theory of mind A weakness of the study is that it may not have been measuring theory of mind, as it claimed to. At best, the study only aimed to measure the first stage of theory of mind, that is, determining the mental state of a person. Theory of mind also involves a second stage of attributing the content of a mental state to a person – that is, understanding the reason behind their emotion – which the eyes test cannot measure. Therefore, the test may not be a valid measure of theory of mind. 4. Generalising to everyday life A weakness of the eyes test is that the stimuli of eyes used are static and do not reflect the processing of human emotions in a real-life setting. Usually, people will use facial movements as well as verbal and non-verbal cues to detect the emotions of another person. This reduces the mundane realism (see page!141) of the test and means that the measurements taken do not reflect a person’s real-world ability to determine the mental state of another individual. Issues and Debates Evaluation_ Baron-Cohen ( Eye Test) Individual and situational explanations Adults with HFA/AS scored lower on the eyes test compared to neurotypical adults, supporting an individual explanation for the cognitive processing of emotions shown by the facial expressions of others. However, it could be argued that people with HFA/AS are better at recognising emotions and mental states of others in some situations compared with others. For example, they may find this harder with some emotions than others (e.g. sad versus jealous) and they may find it easier in situations where there are fewer distractions and when they are allowed sufficient processing time. Application to everyday life Other clinical groups The eyes test may be used with other clinical groups, such as those with brain damage, to determine whether they have suffered deficits in social intelligence. If the patients were to gain a low score on the eyes test then they may be given support by a therapist to help them improve on their ability to detect emotions. Education As the HFA/AS group scored lower than neurotypical adults on the eyes test, the test could be used by teachers to determine a student’s level of social intelligence. A low score would indicate that the student lacks theory of mind, so extra lessons might be given by educators to help them to improve their theory of mind skills. Social and Emotional Intelligence: The Eye Test can help individuals become more aware of and improve their social and emotional intelligence. By practicing this test, people can enhance their ability to accurately read others' emotions, leading to better communication and interpersonal relationships in both personal and professional settings. Communication Skills: Proficiency in understanding the emotions and thoughts of others, as measured by the Eye Test, can aid in effective communication. Individuals can apply their skills in various contexts, such as active listening, empathetic responses, and conflict resolution, which are essential for maintaining healthy relationships. Interpersonal Relationships: The Eye Test can be used in couples therapy or relationship counseling to help partners better understand each other's emotions, intentions, and perspectives. By enhancing their ability to read each other's "eyes," couples can strengthen their bonds and navigate challenges more effectively. Mental Health: The Eye Test can be used as a diagnostic tool or as part of therapeutic interventions for individuals with conditions such as autism spectrum disorders or social anxiety. It can help assess and improve their ability to understand the emotional states of others, which can be challenging for some individuals. Education: Educators can incorporate the Eye Test into their teaching practices to help students develop empathy and emotional intelligence. It can also be used to assess and support students with social and emotional learning difficulties.
