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Arenella, Martina; Cadby, Gemma; De Witte, Ward; Jones, Rachel M.; Whitehouse, Andrew J. O.; Moses, Eric K.; Fornito, Alex; Bellgrove, Mark A.; Hawi, Ziarih; Johnson, Beth; Tiego, Jeggan; Buitelaar, Jan K.; Kiemeney, Lambertus A.; Poelmans, Geert; Bralten, Janita – Autism: The International Journal of Research and Practice, 2022
The clinical heterogeneity of autism spectrum disorders majorly challenges their genetic study. Autism spectrum disorders symptoms occur in milder forms in the general population, as autistic-like traits, and share genetic factors with autism spectrum disorders. Here, we investigate the genetics of individual autistic-like traits to improve our…
Descriptors: Autism, Pervasive Developmental Disorders, Genetics, Symptoms (Individual Disorders)
Ford, Talitha C.; Crewther, David P.; Abu-Akel, Ahmad – Autism: The International Journal of Research and Practice, 2020
Continued human and animal research has strengthened evidence for aberrant excitatory-inhibitory neural processes underlying autism and schizophrenia spectrum disorder psychopathology, particularly psychosocial functioning, in clinical and nonclinical populations. We investigated the extent to which autistic traits and schizotypal dimensions were…
Descriptors: Autism, Pervasive Developmental Disorders, Schizophrenia, Neurology
Wieder, Serena – Topics in Language Disorders, 2017
Symbolic play is a powerful vehicle for supporting emotional development and communication. It embraces all developmental capacities. This article describes how symbols are formed and how emotional themes are symbolized whereby children reveal their understanding of the world, their feelings and relationships, and how they see themselves in the…
Descriptors: Play, Emotional Response, Models, Child Development
Problem-Solving Styles in Autism Spectrum Disorder and the Development of Higher Cognitive Functions
Constable, Paul A.; Ring, Melanie; Gaigg, Sebastian B.; Bowler, Dermot M. – Autism: The International Journal of Research and Practice, 2018
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…
Descriptors: Problem Solving, Cognitive Ability, Autism, Pervasive Developmental Disorders
Hayashi, Yugo; Takeuchi, Yugo – International Educational Data Mining Society, 2018
This study investigated the factors underlying the estimation of learner self-confidence during explanations with a conversational agent in an online explanation task. Based on reviews of previous studies, we focused on how factors such as the learner's task activities and personal characteristics can be predictors. To examine these points, we…
Descriptors: Self Efficacy, Task Analysis, Cognitive Processes, Individual Characteristics
Terrett, Gill; Rendell, Peter G.; Raponi-Saunders, Sandra; Henry, Julie D.; Bailey, Phoebe E.; Altgassen, Mareike – Journal of Autism and Developmental Disorders, 2013
The capacity to imagine oneself experiencing future events has important implications for effective daily living but investigation of this ability in autism spectrum disorder (ASD) is limited. This study investigated future thinking in 30 children with high functioning ASD (IQ > 85) and 30 typically developing children. They completed the…
Descriptors: Children, Autism, Pervasive Developmental Disorders, Cognitive Processes
Williamson, Pamela; Carnahan, Christina R.; Jacobs, Jennifer A. – Exceptional Children, 2012
Using a constructivist grounded theory approach, this study sought to understand what influences reading comprehension and how meaning is made from text among high-functioning individuals with autism spectrum disorder (ASD). Using a think-aloud procedure, 13 individuals ages 7-13 with ASD read 16 passages at their instructional reading level.…
Descriptors: Grounded Theory, Constructivism (Learning), Reading Comprehension, Protocol Analysis
Mastrangelo, Sonia – TEACHING Exceptional Children, 2009
Play is a complex phenomenon that occurs naturally for most children; they move through the various stages of play development and are able to add complexity, imagination, and creativity to their thought processes and actions. However, for many children with autism spectrum disorders (ASD), the various stages of play never truly develop, or occur…
Descriptors: Play, Self Destructive Behavior, Autism, Imitation

Kavanaugh, Robert, D.; Harris, Paul L. – Developmental Psychology, 1994
Studied children's grasp of make-believe transformations they had seen enacted. Children indicated the pretend outcome by choosing a picture depicting no change or a picture depicting the pretend change. Older children chose correctly, even with the addition of a picture of an irrelevant transformation, but younger children did not. Autistic…
Descriptors: Abstract Reasoning, Age Differences, Autism, Cognitive Development

Rutherford, M. D.; Rogers, Sally J. – Journal of Autism and Developmental Disorders, 2003
A study examined the cognitive underpinnings of spontaneous and prompted pretend play in 28 children with autism (ages 2-3), 24 children with developmental disorders, and 26 controls (ages 1-3). Children with autism were significantly delayed on pretend play scores. They also had significant deficits in a theory of mind measure. (Contains…
Descriptors: Autism, Cognitive Development, Cognitive Processes, Developmental Delays

Leslie, Alan M.; Frith, Uta – Psychological Review, 1990
Three possibilities for the pathogenesis of childhood autism are considered. Little evidence exists for autism as a basic affective disorder, as proposed by R. P. Hobson, but growing evidence supports childhood autism as a basic cognitive disorder, as the author argues. The author's original theoretical perspectives are revised. (SLD)
Descriptors: Affective Behavior, Autism, Behavior Disorders, Child Development
International Association for Development of the Information Society, 2012
The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a…
Descriptors: Academic Achievement, Academic Persistence, Academic Support Services, Access to Computers