Does Competence Determine Who Leads in a Dyadic Cooperative Task? A Study of Children with and without a Neurodevelopmental Disorder

Figure 4

The upper panel (1st row) shows the leading-following centroid profiles for regular (light green) and special (dark green) primary education taken from a 40 second window (sampled at 5 Hz) around the line of synchronization (LOS) in the CRP. Columns 1-3 represent percentiles of the scores observed in the cooperative condition (lowest 25%, average 50%, and highest 25%, respectively). Prior to averaging, participants were sorted such that the highest scoring individuals on the premeasure in each dyad are on the left side of the LOS. Labels in the upper panel indicating which dyad member would be leading the interaction were a peak observed in that part of the profile. The blue vertical lines indicate at which points the regular and special education centroids differ significantly according to the permutation test (see text for details). The lower panels (2nd and 3rd rows) show the number of dyads and their performance in terms of correct puzzles in each group during cooperation (CS), and premeasure for the high-performing (ID1) and low-performing dyad member (ID2).