Identifying Symbolic Relationships in Autism Spectrum Disorders: A Deficit in the Identification of Temporal Co-occurrence?

Autor/inn/en	Ames, Catherine S.; Jarrold, Chris
Titel	Identifying Symbolic Relationships in Autism Spectrum Disorders: A Deficit in the Identification of Temporal Co-occurrence?
Quelle	In: Journal of Autism and Developmental Disorders, 39 (2009) 12, S.1723-1734 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-009-0808-2
Schlagwörter	Learning Problems; Cues; Autism; Adolescents; Cognitive Development; Pervasive Developmental Disorders; Nonverbal Communication; Interpersonal Relationship; Memory; Associative Learning; Inferences; Comparative Analysis; Stimuli; Social Development + Suchen Sie Ihr Suchwort? Lernproblem; Stichwort; Autismus; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Kognitive Entwicklung; Non-verbal communication; Nonverbale Kommunikation; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Gedächtnis; Inference; Inferenz; Anreizsystem; Soziale Entwicklung
Abstract	Individuals with Autism spectrum disorders (ASD) experience difficulties understanding the non-verbal cues conveyed by others that provide symbolic information about relationships between self, other, and environmental events. This study examined whether these difficulties reflect underlying problems in the identification of temporal co-occurrence, or in memorial, associative, or inference skills. The performance of a group of adolescents with ASD was compared to that of typically developing children and adolescents with learning difficulties on four tasks assessing these processes. The ASD group experienced specific difficulties when they were required to identify relationships signalled by the temporal co-occurrence of stimuli. These results are discussed in relation to theories of conceptual deduction in ASD, and a hypothesised role in social cognitive development for attention processes is outlined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10