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

• Published in: Journal of autism and developmental disorders Vol. 29; no. 2; pp. 103 - 112
• Main Authors: Russell, James, Jarrold, Christopher, Hood, Bruce
• Format: Journal Article
• Language: English
• Published: Heidelberg Springer 01.04.1999; Springer Nature B.V
• Subjects: Adolescent; 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; Problem Solving - classification; Problem Solving - physiology; Psychology. Psychoanalysis. Psychiatry; Psychopathology. Psychiatry; Verbal Learning; Human; Learning; Autism; Executive function; School age; Adolescent; Information processing; Developmental disorder; Cognition; Experimental study; Child; Preadolescent
• ISSN: 0162-3257; 1573-3432
• DOI: 10.1023/A:1023084425406

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)