Two Intact Executive Capacities in Children with Autism: Implications for the Core Executive Dysfunctions in the Disorder

Two studies examined executive functions in children with autism. Results indicated that subjects performed like normally developing children when either no arbitrary and novel rules were involved or the output was verbal. Results support the hypothesis that these children are challenged by executiv...

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Veröffentlicht in:	Journal of autism and developmental disorders Jg. 29; H. 2; S. 103 - 112
Hauptverfasser:	Russell, James, Jarrold, Christopher, Hood, Bruce
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Heidelberg Springer 01.04.1999 Springer Nature B.V
Schlagworte:	Adolescent Arbitrariness Autism Autistic children Autistic Disorder - complications Autistic Disorder - psychology Biological and medical sciences Capacity Child Child clinical studies Children Cognition - classification Cognitive Development Developmental disorders Executive function Executive Function (Cognition) Female Humans Infantile autism Learning Disorders - diagnosis Learning Disorders - etiology Learning Disorders - psychology Male Medical sciences Memory - classification Metacognition Nonverbal Learning Novels Problem Solving - classification Problem Solving - physiology Psychology. Psychoanalysis. Psychiatry Psychopathology. Psychiatry Research subjects Verbal Learning Human Learning Autism Executive function School age Adolescent Information processing Developmental disorder Cognition Experimental study Child Preadolescent
ISSN:	0162-3257, 1573-3432
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Abstract	Two studies examined executive functions in children with autism. Results indicated that subjects performed like normally developing children when either no arbitrary and novel rules were involved or the output was verbal. Results support the hypothesis that these children are challenged by executive tasks because they are unlikely to encode rules in verbal form. (Author/DB)
AbstractList	Many studies have shown that children with autism perform at a much lower level than control subjects on tests of executive functioning, defined as tasks requiring subjects to hold information in mind while suppressing a prepotent response. These tasks have invariably required subjects to (a) follow arbitrary and novel rules and (b) make a nonverbal response. We report that when one of these features is absent, children with autism are not impaired relative to controls. They perform at a similar level to normally developing children on the "tubes" task (containing no arbitrary and novel rules) and on the day/night task (in which the output is verbal). Results are consistent, at least, with the hypothesis that children with autism are challenged by executive tasks because they are unlikely to encode rules in a verbal form. Two studies examined executive functions in children with autism. Results indicated that subjects performed like normally developing children when either no arbitrary and novel rules were involved or the output was verbal. Results support the hypothesis that these children are challenged by executive tasks because they are unlikely to encode rules in verbal form. (Author/DB) Many studies have shown that children with autism perform at a much lower level on tests of executive functioning, tasks requiring subjects to hold information in mind while suppressing a prepotent response. These tasks have invariably required subjects to follow arbitrary and novel rules and make a nonverbal response. Reports that when one of these features is absent, children with autism are not impaired relative to controls. Results are consistent with the hypothesis that children with autism are challenged by executive tasks because they are unlikely to encode rules in a verbal form. (Original abstract - amended) Many studies have shown that children with autism perform at a much lower level than control subjects on tests of executive functioning, defined as tasks requiring subjects to hold information in mind while suppressing a prepotent response. These tasks have invariably required subjects to (a) follow arbitrary and novel rules and (b) make a nonverbal response. We report that when one of these features is absent, children with autism are not impaired relative to controls. They perform at a similar level to normally developing children on the "tubes" task (containing no arbitrary and novel rules) and on the day/night task (in which the output is verbal). Results are consistent, at least, with the hypothesis that children with autism are challenged by executive tasks because they are unlikely to encode rules in a verbal form.Many studies have shown that children with autism perform at a much lower level than control subjects on tests of executive functioning, defined as tasks requiring subjects to hold information in mind while suppressing a prepotent response. These tasks have invariably required subjects to (a) follow arbitrary and novel rules and (b) make a nonverbal response. We report that when one of these features is absent, children with autism are not impaired relative to controls. They perform at a similar level to normally developing children on the "tubes" task (containing no arbitrary and novel rules) and on the day/night task (in which the output is verbal). Results are consistent, at least, with the hypothesis that children with autism are challenged by executive tasks because they are unlikely to encode rules in a verbal form.
Author	Russell, James Jarrold, Christopher Hood, Bruce
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Keywords	Human Learning Autism Executive function School age Adolescent Information processing Developmental disorder Cognition Experimental study Child Preadolescent
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Snippet	Two studies examined executive functions in children with autism. Results indicated that subjects performed like normally developing children when either no... Many studies have shown that children with autism perform at a much lower level than control subjects on tests of executive functioning, defined as tasks... Many studies have shown that children with autism perform at a much lower level on tests of executive functioning, tasks requiring subjects to hold information...
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SubjectTerms	Adolescent Arbitrariness Autism Autistic children Autistic Disorder - complications Autistic Disorder - psychology Biological and medical sciences Capacity Child Child clinical studies Children Cognition - classification Cognitive Development Developmental disorders Executive function Executive Function (Cognition) Female Humans Infantile autism Learning Disorders - diagnosis Learning Disorders - etiology Learning Disorders - psychology Male Medical sciences Memory - classification Metacognition Nonverbal Learning Novels Problem Solving - classification Problem Solving - physiology Psychology. Psychoanalysis. Psychiatry Psychopathology. Psychiatry Research subjects Verbal Learning
Title	Two Intact Executive Capacities in Children with Autism: Implications for the Core Executive Dysfunctions in the Disorder
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