Could someone help explain to me that graph/results please?
What does it mean, "neurotypical talent" and "aspie talent" or "aspie activity pattern" and "neurotypical social"? And what is it talking about when it says "hunting"?
Here's a summary the quiz designer wrote for each (sorry it's long and for the latest version),
"Aspie talent": This group contains intellectually related Aspie traits. Typical traits are related to interests (e.g. having strong interests; hyper focusing; having periods of contemplation; collecting
information; good long term memory related to interests; figuring out how things work; making connections between things; strong-willed; stubborn). Other traits are related to information
processing (e.g. noticing details; finding patterns; unusual imagination; solving problems in unusual ways; unique ideas). Some people have special talents (e.g. numbers; language;
"Neurotypical talent": This group contains neurotypical intellectual talents. Often these are defined in terms of Aspie disabilities. Typical traits seem to be adaptations to cooperative living (e.g. giving and
remembering verbal instructions; learning from others; describing events; summarizing events; taking notes; keeping track of several conversations; learning things on demand; learning by
imitation). Other traits include multitasking and attention (e.g. doing several things at the same time; rapidly shifting focus; getting back to things quickly), getting a quick picture of one’s
environment (e.g. generalizing; getting the overall picture), remembering where things are, grasping abstract concepts and organizing daily life.
"Aspie Compulsion": This group contains obsessive and compulsive Aspie traits. Typical of this group is a preference for sameness (e.g. routines; lists; schedules; sitting on the same seat; going to the same shop;
wearing the same clothes; eating the same food; always doing things in the same way). Related traits include getting frustrated when interrupted and a need to prepare oneself before doing
new things. Some people have strong attachments to objects and like to collect and organize things and may need precision or symmetry.
"Neurotypical compulsion": This group contains socially related compulsive traits. Key traits are to enjoy social interaction (e.g. meeting people; involving others; games; crowds; large social networks; hosting events;
being a leader; gossip; cheering). Other traits are related to social conformity (e.g. having views typical of peer group; preferring to socialize with others of the same age and gender; interest
for fashions; wearing jewellery; wearing makeup; taking pride in ones appearance, style, image and identity; status seeking; climbing hierarchies).
"Aspie social": This group contain Aspie social traits. Important traits are a highly variable activity level with higher than normal motivation threshold. Other traits include atypical relationship & courtship
preferences (partner obsessions; not giving up on relationships; preference for friends of the opposite gender) and sexual preferences. Unusual eating and sleeping patterns as well as having a
hard time with authorities and social hierarchy are other traits.
"Neurotypical social": This group contains neurotypical social traits. The absence of the traits is often described as a dysfunction. Key traits are adaptations for living in changing social groups (e.g. smalltalk;
social chitchat; shaking hands; saying ‘hi’, ‘thank you’ and ‘sorry’). Related traits are adaptations for socializing with strangers (e.g. being comfortable with strangers; enjoying talking
face-to-face with strangers; maintaining large social networks; easy to get to know; talking in public; enjoying uninvited guests). Other traits are related to friendships and relationships and
expressing feelings in typical ways (e.g. making and maintaining friendships and relationships; looking at people you talk to; enjoying hugs and touch; being emotionally close to others;
describing and talking about feelings) and cooperative activities (e.g. team-sports; group endeavours; teamwork; using others expertise; working while being observed).
"Aspie communication": This group contains communication related Aspie traits. Key traits in this group are related to atypical nonverbal communication (e.g. odd facial expressions; odd posture; odd prosody;
smiling at the wrong occasion; being accused of staring; using unusual sounds in conversations; blinking or rolling eyes; clenching fists; grinding teeth; thrusting tongue; blushing). Related
traits are stims (e.g. wringing hands; rubbing hands; twirling fingers; rocking; tapping eyes; pressing eyes; fiddling with things; pacing; flapping hands; biting self or others; chewing on
things; picking scabs; peeling skin flakes; examining hair of others; singing). Tics are also here and are often confused with stims (e.g. stuttering; sniffing; snorting; coughing; echolalia;
echopraxia). Other traits include general communication differences (e.g. not verbalizing thoughts; talking softly or loudly; turning words around; talking to oneself; odd pronunciation; not
separating ‘I’, ‘we’ and ‘you’). Some people also prefer to look a lot at people they like and not at all at people they dislike.
"Neurotypical communication": This group contains typical nonverbal communication traits. A key trait is the ability to interpret and show typical nonverbal communication (e.g. facial expressions; body language;
courtship; timing; reciprocity; turn-taking; prosody). The absence of these abilities lead to secondary problems (e.g. unaware of how to behave; unaware of boundaries; being misunderstood;
missing hidden agendas; being unaware of others intentions; misinterpreting figures of speech, idioms and allegories; literal interpretation; unable to return social gestures and courtesies: not
knowing when to apologize; saying inappropriate things; seemingly poor empathy).
"Aspie hunting": This group contains passive hunting traits. One part of the traits is related to preferred habitats (e.g. slowly flowing water; caves; woods; liking mist or fog). Another part seems to be
close-contact hunting traits (e.g. jumping over things; climbing; chasing animals; biting; enjoying spinning in circles; strong grip; strong hands; physical endurance; enjoying rodeo riders).
Some other traits are related to sneaking (e.g. sneaking through the woods; sneaking up on animals; walking on toes) and general hunting tactics (e.g. mimicking animal sounds; digging;
throwing small things; building traps; fascination for fire; sniffing)
"Neurotypical hunting": The traits in this group are related to cooperative hunting. These traits are often described in terms of dysfunctions. Typical traits are recollections of environmental information (e.g.
positions of things; scores in games; order of words, letters and digits; map reading) and passing on information to others (e.g. passing on messages; knowing left from right; dates and times
of events; remembering appointments and events; reading clocks and calendars; carrying over information between contexts). Other traits are related to trading and exchange with others (e.g.
calculating change from a purchase; knowing what to bring to appointments; remembering sequences of past events; remembering formulas; filling out forms).
"Aspie perception": This group contains perception-related Aspie traits. These traits commonly become disabilities, but their core seems to be more sensitive senses (e.g. touch; sound; tactile; smell; taste; light
and glare; humidity; changes in air pressure; wind; heat; electromagnetic fields) or less sensitive senses (e.g. pain). Related to this are instinctual reactions to sensory information (e.g. being
distracted by sounds; being afraid of motor-bikes; being afraid of floods or fast running streams; disliking stomping). Other traits are difficulty filtering out speech from background noise
and using peripheral vision.
"Neurotypical perception": This group contains neurotypical motor abilities and perception traits. The absence of these traits is often referred to as clumsiness. A key trait is the ability to interpret spatial information
(e.g. judging distance, speed and acceleration; keeping track of positions of objects; predicting motion; concept of time; optimal pressure to apply). The absence of these skills leads to
secondary problems (e.g. poor fine and gross motor skills; poor body awareness; poor body control; problems with ball sports; poor hand-eye coordination; poor balance; poor handwriting;