Problem-Solving Styles in Autism Spectrum Disorder and the Development of Higher Cognitive Functions

Autor/inn/en	Constable, Paul A.; Ring, Melanie; Gaigg, Sebastian B.; Bowler, Dermot M.
Titel	Problem-Solving Styles in Autism Spectrum Disorder and the Development of Higher Cognitive Functions
Quelle	In: Autism: The International Journal of Research and Practice, 22 (2018) 5, S.597-608 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361317691044
Schlagwörter	Problem Solving; Cognitive Ability; Autism; Pervasive Developmental Disorders; Correlation; Classification; Intelligence Quotient; Cognitive Processes; Language Impairments; Diagnostic Tests; Observation; Error Patterns; Adults; Cues; Interpersonal Communication; Imagination; Verbal Ability; Nonverbal Ability; Social Influences; Creative Thinking; Intelligence Tests; Foreign Countries; Participant Characteristics; Statistical Analysis; Concept Formation; United Kingdom (London); Autism Diagnostic Observation Schedule; Wechsler Adult Intelligence Scale + Suchen Sie Ihr Suchwort? Problemlösen; Denkfähigkeit; Autismus; Korrelation; Classification system; Klassifikation; Klassifikationssystem; Intelligenzquotient; Cognitive process; Kognitiver Prozess; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Diagnostic test; Diagnostischer Test; Beobachtung; Fehlertyp; Stichwort; Interpersonale Kommunikation; Mündliche Leistung; Sozialer Einfluss; Kreatives Denken; Intelligence test; Intelligenztest; Ausland; Statistische Analyse; Concept learning; Begriffsbildung
Abstract	The Vygotsky Blocks Test assesses problem-solving styles within a theoretical framework for the development of higher mental processes devised by Vygotsky. Because both the theory and the associated test situate cognitive development within the child's social and linguistic context, they address conceptual issues around the developmental relation between language and thought that are pertinent to development in autism. Our aim was to document the performance of adults with autism spectrum disorder on the Vygotsky Blocks Test, and our results showed that they made more errors than the typically developing participants and that these errors correlated with performance IQ. The autism spectrum disorder group also required more cues than the typically developing group to discern the conceptual structure of the blocks, a pattern that correlated with Autism Diagnostic Observational Schedule--Communication and Imagination/Creativity sub-scales. When asked to categorize the blocks in new ways, the autism spectrum disorder participants developed fewer principles on which to base new categorizations, which in contrast to the typically developing group correlated with verbal IQ and with the Imagination/Creativity sub-scale of the ADOS. These results are in line with a number of existing findings in the autism spectrum disorder literature and confirm that conceptualization in autism spectrum disorder seems to rely more on non-verbal and less on imaginative processes than in typically developing individuals. The findings represent first steps to the possibility of outlining a testable account of psychological development in autism spectrum disorder that integrates verbal, non-verbal and social factors into the transition from elementary to higher level processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01