Personality in Autism Spectrum Disorder: Associations With Face Memory Deficit and Theory of Mind

2021 ◽  
Vol 34 (2) ◽  
pp. 117-128
Author(s):  
Gabrielle Block ◽  
Ali Jannati ◽  
Taylor R. Maynard ◽  
Alvaro Pascual-Leone ◽  
Margaret G. O’Connor
Keyword(s):  
Autism Spectrum Disorder ◽  
Theory Of Mind ◽  
Autism Spectrum ◽  
Memory Deficit ◽  
Spectrum Disorder ◽  
Face Memory

Factorial validity of the Theory of Mind Inventory‐2 in children with autism spectrum disorder

2021 ◽  
Author(s):  
Shih‐Chieh Lee ◽  
Ching‐Hong Tsai ◽  
Yu‐Ching Lin ◽  
Hsing‐Jung Li ◽  
Dai‐Rong Jiang ◽  
...  
Keyword(s):  
Autism Spectrum Disorder ◽  
Theory Of Mind ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Factorial Validity

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.

Development of Lying and Cognitive Abilities

2018 ◽  
pp. 398-407
Author(s):  
Victoria Talwar
Keyword(s):  
Autism Spectrum Disorder ◽  
Cognitive Development ◽  
Theory Of Mind ◽  
Executive Functioning ◽  
Cognitive Functions ◽  
Cognitive Abilities ◽  
Autism Spectrum ◽  
Spectrum Disorder

The emergence and development of children’s lie-telling is closely associated with their developing cognitive abilities. Telling a lie involves complicated cognitive functions including theory-of-mind understanding and executive functioning abilities. Recent research has found that lie-telling emerges in the preschool years and children’s abilities to maintain their lies improves with age. The current chapter reviews existing literature on the development of children’s lie-telling behavior and its relation to various aspects of children’s cognitive development. It covers the work of Lewis, Stanger, and Sullivan (1989), including the well-known guessing-game experiment, where the child is left alone with temptation and the instruction not to peek. Much of Talwar, Lee, et al.’s research into three-to-seven-year-old children’s lie-telling behavior is covered; and the interaction between these studies and Theory of Mind is emphasized; this is illuminated in the account of research using child subjects with Autism Spectrum Disorder.

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