scholarly journals An Islet of Ability in Autistic Children: A Research Note

2017 ◽  
Author(s):  
Amitta Shah ◽  
Uta Frith
Keyword(s):  
Cognitive Functioning ◽  
Cognitive Deficit ◽  
Mentally Retarded ◽  
Spatial Abilities ◽  
Research Note ◽  
Autistic Children ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Better Than

An aspect of cognitive functioning in autistic children was investigated by comparing their performance on the Children's Embedded Figures Test with that of MA-matched normal and MA-and CA-matched mentally retarded non-autistic children. The autistic children were significantly more competent at this task than either group of control children, and also showed qualitatively different strategies. Since the performance of the autistic children was better than predicted from MA and commensurate with CA, it can be regarded as an islet of ability. This finding is discussed in terms of orientation and visualization factors involved in visuo-spatial abilities and is also related to cognitive deficit.

Differences in Cognitive Functioning of Retarded Children and Retarded Autistic Children: A Response to Ahmad Baker

1981 ◽  
Vol 47 (6) ◽  
pp. 406-411 ◽  
Author(s):  
Paul T. Sindelar ◽  
C. Julius Meisel ◽  
Mary Jane Buy ◽  
Edward S. Klein
Keyword(s):  
Language Development ◽  
Cognitive Functioning ◽  
Cognitive Deficit ◽  
Mentally Retarded ◽  
Intelligence Tests ◽  
Autistic Children ◽  
Mentally Retarded Children

Baker (1979), in arguing that not all autistic children are normally intelligent, also implied that the cognitive functioning of autistic and mentally retarded children was the same. The research reviewed in this paper challenges the validity of this implication. Differences between the two groups have been demonstrated in subtest profiles from standardized intelligence tests; the use of syntax and interrelatedness in facilitating recall; and language rules. Taken together, these lines of research suggest that there is a cognitive deficit unique to autism that is manifested in impaired language development and use of abstraction.

Personality Dimensions and Reversible Perspective in Embedded Figures Test

1978 ◽  
Vol 46 (3) ◽  
pp. 1016-1018 ◽  
Author(s):  
Robert Loo
Keyword(s):  
Performance Variables ◽  
Embedded Figures Test ◽  
Individual Test ◽  
Two Samples ◽  
Embedded Figures ◽  
And Performance ◽  
The Individual ◽  
The Relationship ◽  
Experienced Difficulty ◽  
Better Than

The study examined the relationship between performance on reversible-perspective items in individual and group embedded-figures tests and remaining items, personality and performance variables in two samples of normal females. Performance on the reversible-perspective items was better than on the remaining items in the individual test and as good as other items in the group test. Those who experienced difficulty in solving the reversible-perspective items had more “psychiatric” complaints and greater sociability than subjects who experienced little difficulty.

Effect of Cognitive Style on Strategies for Comprehension of Prose

1983 ◽  
Vol 56 (3) ◽  
pp. 859-863 ◽  
Author(s):  
Dayo Adejumo
Keyword(s):  
Cognitive Style ◽  
Cognitive Styles ◽  
Control Group ◽  
Embedded Figures Test ◽  
Introductory Course ◽  
Field Independent ◽  
Field Dependent ◽  
Embedded Figures ◽  
Group Embedded Figures Test ◽  
Better Than

The effect of cognitive style on the performance of four groups who used different strategies of study to comprehend prose was investigated. Performance on Group Embedded Figures Test was used to classify subjects into groups by cognitive style. 201 field-dependent and 125 field-independent subjects enrolled in an introductory course in psychology were subjects. Field-independent subjects performed significantly better overall. In particular, field-independent subjects in the control group and the groups given factual and inferential questions as study aids performed better than the field-dependent subjects on the inferential items at posttest. On the factual items at posttest, field-independent subjects performed significantly better only in the group who were given inferential questions as an adjunct. The cognitive styles of the subjects interacted with the strategies of study and seem to affect performance on comprehension of prose at posttest.

scholarly journals Trajectories and perceptual precursors of intelligence in minimally verbal autistic children from preschool to school age

2021 ◽  
Author(s):  
Dominique Girard ◽  
Valérie Courchesne ◽  
Catherine Cimon-Paquet ◽  
Claudine Jacques ◽  
Isabelle Soulières
Keyword(s):  
Preschool Age ◽  
School Age ◽  
Autistic Children ◽  
Minimally Verbal ◽  
Verbal Iq ◽  
Time Points ◽  
Embedded Figures Test ◽  
Intellectual Abilities ◽  
Embedded Figures ◽  
Perceptual Abilities

Abstract Background The question of cognitive prognosis is frequently asked at the time of autism diagnosis, often at preschool age. It remains however difficult to answer this question at such a young age, given the considerable heterogeneity of cognitive development trajectories and the challenges associated with intellectual assessment in autistic children, particularly among minimally verbal children. Methods The current prospective cohort study investigated whether early perceptual abilities measured at preschool age could predict later intellectual abilities at school age in a group of 41 autistic (9 girls, 32 boys) and 57 neurotypical children (29 girls, 28 boys). Participants were assessed at three time points during the childhood period (between the age of 2 and 8 years old) using the Wechsler Preschool and Primary Scales of Intelligence – Fourth edition as a measure of full-scale IQ and the Raven’s Colored Progressive Matrices as a measure of non-verbal IQ. The performance on two perceptual tests (Visual Search and Children Embedded Figures Test) as well as the frequency of perceptual behaviors served as predictors of later intellectual abilities. Results Early performance on perceptual tests measured at preschool age was positively related to later full-scale IQ in both autistic and neurotypical children. Furthermore, both perceptual behaviors and performance on perceptual tests measured at preschool age were associated with later non-verbal IQ in the autistic group. In contrast, only the performance on Children Embedded Figures Test was associated with later non-verbal IQ in the neurotypical group. Limitations: The sample size was relatively modest, with some attrition across time points, as expected in a sample including preschool minimally and non-verbal children. Conclusions Our findings support the important role of perception in autistic cognition. Early perceptual abilities may be a valid avenue for estimating general intelligence and non-verbal abilities at preschool age, particularly for minimally verbal autistic children.

Do Confusing Information and Egocentric Instructions Influence Perception?

1984 ◽  
Vol 59 (1) ◽  
pp. 15-20 ◽  
Author(s):  
Margery S. Brown
Keyword(s):  
College Men ◽  
Psychological Differentiation ◽  
Personality Dimension ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Field Dependent ◽  
Embedded Figures ◽  
Rod And Frame Test ◽  
Rod And Frame ◽  
Better Than

In an investigation of psychological differentiation, Witkin's personality dimension, 12 field-dependent and 12 field-independent students were selected from a population of college men in summerschool based on their Embedded Figures Test scores. They were assigned to conditions, given egocentric or gravitational instructions, and provided clarified or obscuring feedback about their performance on the Rod and Frame Test. Although instructions had no effect, students with clarified feedback performed better than those whose feedback was confusing. Field-independent men had less difficulty with the confusing feedback than did field-dependent men.

Study of Horizontal Line-Mazes

1983 ◽  
Vol 57 (3_suppl) ◽  
pp. 1103-1109 ◽  
Author(s):  
Kenneth Burlingame ◽  
Robert Charles Hardy ◽  
John Eliot
Keyword(s):  
Reading Achievement ◽  
Horizontal Line ◽  
Stepwise Multiple Linear Regression ◽  
Multiple Correlation ◽  
Maze Task ◽  
Left Hand ◽  
Embedded Figures Test ◽  
Developmental Progression ◽  
Embedded Figures ◽  
Better Than

Data from 240 right-handed children, 24 of each sex from each of Grades K to 4, were tested to examine relationships between their performance on four horizontal line-maze tasks, the Children's Embedded Figures Test, the Left-Right Identification Scale, and their total reading score from the Iowa Test of Basic Skills. Results from a stepwise multiple linear regression indicated that, at Grade 4, the line-maze task requiring Left hand tracing from right-to-left contributed significantly to the multiple correlation predicting reading achievement and that the combination of this task with the Children's Embedded Figures score predicts reading achievement better than they do individually. Results from a 2 × 5 factorial analysis between sex and grade for each line-maze task indicated an increasing developmental progression for all line-maze tasks.

Validity of a Measure of Critical Thinking Skills

1987 ◽  
Vol 60 (3_part_2) ◽  
pp. 1223-1230
Author(s):  
Bruce Thompson ◽  
Janet G. Melancon
Keyword(s):  
Critical Thinking ◽  
Construct Validity ◽  
Item Difficulty ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Myers Briggs Type Indicator ◽  
Embedded Figures Test ◽  
Type Indicator ◽  
Embedded Figures ◽  
Myers Briggs

Based on data from 343 subjects, results suggest that Thompson's Test of Critical Thinking Skills has reasonable item difficulty and discrimination coefficients and appears to be valid. Construct validity was investigated by administering the Myers-Briggs Type Indicator and the Group Embedded Figures Test. Although conclusions must be considered tentative pending additional study, the results warrant continued inquiry regarding the measure's value.

Factor Structure of Shortened Children's Embedded Figures Test for Different Age Groups

1986 ◽  
Vol 63 (2) ◽  
pp. 479-486 ◽  
Author(s):  
Robert C. Hardy ◽  
John Eliot ◽  
Kenneth Burlingame
Keyword(s):  
Factor Analysis ◽  
Factor Structure ◽  
Total Population ◽  
Age Groups ◽  
Total Sample ◽  
Factor Loadings ◽  
Embedded Figures Test ◽  
Embedded Figures

240 children, 24 of each sex in Grades K to 4, were administered the entire Children's Embedded Figures Test, regardless of the failure rule. Factor loadings for items from a shortened version of the test were examined for a randomly divided sample, a sample divided by sex, a sample divided in two grade groupings, and an undivided total population. Stable factors were found for the total sample and when the sample was divided by sex. Analysis indicated that the factor analysis of the shortened form was consistent with previous analyses using the total scale.

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