![]() Though there are important differences between these sub-groups, they share a common set of general symptoms that arise early in a child’s life: ASD is characterized by pronounced social difficulties and communication impairment, along with restricted, repetitive behaviors or interests (APA, 2000). A first step in this direction is to explore the extent to which cognitive performance in ASD is affected by apparently irrelevant variations of the task context.Īutism spectrum disorder comprises of a cluster of disorders that include Autistic Disorder (also known as “classic” autism), Asperger’s Syndrome, and Pervasive Developmental Disorder-Not Otherwise Specified (DSM-IV-TR American Psychiatric Association, 2000). The current chapter looks at whether the same view can be applied to autism spectrum disorder (ASD). Though not complete, this view makes it possible to map out how changes in the context could be harnessed to bring about changes in a child’sbehavior. Rather than attributing performance to a particular competence (or a lack thereof), performance is attributed to a synergy between the actor and environment, highly sensitive to even seemingly irrelevant details of the task context. Smith, Thelen, Titzer, &McLin, 1999 Spencer, Thomas, & McClelland, 2009). ![]() Such context dependence has given rise to a new way of looking at the underlying processes of children’s thinking (e.g. ![]() A child’s cognitive performance can vary considerably from one task context to the next, even when only small details of the task are changed. ![]()
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