scholarly journals Time-Based and Event-Based Prospective Memory in Autism Spectrum Disorder: The Roles of Executive Function and Theory of Mind, and Time-Estimation

2012 ◽  
Vol 43 (7) ◽  
pp. 1555-1567 ◽  
Author(s):  
David Williams ◽  
Jill Boucher ◽  
Sophie Lind ◽  
Christopher Jarrold
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Function ◽  
Theory Of Mind ◽  
Prospective Memory ◽  
Time Estimation ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Event Based

Understanding Cognition and Students with Autism Spectrum Disorder

2020 ◽  
pp. 67-86
Author(s):  
Alice M. Hammel ◽  
Ryan M. Hourigan
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Function ◽  
Theory Of Mind ◽  
Joint Attention ◽  
Music Cognition ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Central Coherence ◽  
Music Classroom ◽  
Students With Autism

One of the most unique attributes of students with autism is the distinct way they think. This chapter sheds light on the cognitive world of students with autism in the music classroom. The following topics are included: theory of mind; central coherence; executive function; joint attention (and cognition); and music cognition and students with autism.

scholarly journals Cognitive Underpinnings of Symbolic Pretend Play and Impossible Entity Drawings:  Imaginative Ability in Typical Development and Autism Spectrum Disorder

2021 ◽  
Author(s):  
◽  
Steven Den-Kaat
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Function ◽  
Theory Of Mind ◽  
Cognitive Flexibility ◽  
Pretend Play ◽  
Autism Spectrum ◽  
False Belief ◽  
Spectrum Disorder ◽  
Children With Asd ◽  
Belief Theory

<p>The individual differences in imagination ability in children with autism spectrum disorder (ASD) were tested in a sample of 14 children with ASD and 14 matched typically developing (TD) children. Analysis was conducted on the extent of imagination in symbolic pretend play and impossible entity drawings. Aside from difficulties with imagination, children with ASD showed significant group deficits in executive function (generativity, visuospatial planning and cognitive flexibility) and false belief theory of mind understanding. Amongst children with ASD, executive function abilities (generativity and visuospatial planning) related to imaginative play and drawings. In contrast, amongst participants in the TD group, a mixture of both executive function (cognitive flexibility) and false belief theory of mind understanding predicted imaginative ability. These results are discussed in terms of how executive control plays a broad and important role in imaginative ability across groups, but the contributions appear to be expressed and routed differently in ASD. The discussion also highlights the theoretical implications of not having theory of mind that underpin imagination in ASD.</p>

scholarly journals The association between theory of mind, executive function, and the symptoms of autism spectrum disorder

2017 ◽  
Vol 11 (1) ◽  
pp. 95-109 ◽  
Author(s):  
Catherine R. G. Jones ◽  
Emily Simonoff ◽  
Gillian Baird ◽  
Andrew Pickles ◽  
Anita J. S. Marsden ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Executive Function ◽  
Theory Of Mind ◽  
Autism Spectrum ◽  
Spectrum Disorder

scholarly journals Developmental trends of hot and cool executive function in school-aged children with and without autism spectrum disorder: Links with theory of mind

2018 ◽  
Vol 31 (02) ◽  
pp. 541-556 ◽  
Author(s):  
Evangelia-Chrysanthi Kouklari ◽  
Stella Tsermentseli ◽  
Claire P. Monks
Keyword(s):  
Autism Spectrum Disorder ◽  
Working Memory ◽  
Executive Function ◽  
Theory Of Mind ◽  
Longitudinal Design ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Control Group ◽  
Children With Asd ◽  
The Impact

AbstractThe development of executive function (EF) in autism spectrum disorder (ASD) has been investigated using only “cool”-cognitive EF tasks while there is limited knowledge regarding the development of “hot”-affective EF. Although cool EF development and its links to theory of mind (ToM) have been widely examined, understanding of the influence of hot EF to ToM mechanisms is minimal. The present study introduced a longitudinal design to examine the developmental changes in cool and hot EF of children with ASD (n = 45) and matched (to age and IQ) controls (n = 37) as well as the impact of EF on ToM development over a school year. For children with ASD, although selective cool (working memory and inhibition) and hot (affective decision making) EF domains presented age-related improvements, they never reached the performance level of the control group. Early cool working memory predicted later ToM in both groups but early hot delay discounting predicted later ToM only in the ASD group. No evidence was found for the reverse pattern (early ToM predicting later EF). These findings suggest that improvements in some EF aspects are evident in school age in ASD and highlight the crucial role that both cool and hot EF play in ToM development.

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