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Journal of Autism and Developmental Disorders

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Gepubliceerd in:

01-09-2014 | Original Paper

Theory of Mind and Executive Function in Preschoolers with Typical Development Versus Intellectually Able Preschoolers with Autism Spectrum Disorder

Auteurs: Yael Kimhi, Dana Shoam-Kugelmas, Galit Agam Ben-Artzi, Inbal Ben-Moshe, Nirit Bauminger-Zviely

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 9/2014

Abstract

Children with autism spectrum disorder (ASD) have difficulties in theory of mind (ToM) and executive function (EF), which may be linked because one domain (EF) affects the other (ToM). Group differences (ASD vs. typical development) were examined in both cognitive domains, as well as EF’s associations and regressions with ToM. Participants included 29 intellectually able preschoolers with ASD and 30 typical preschoolers, aged 3–6 years. EF tasks included planning and cognitive shifting measures. ToM tasks included predicting and explaining affective and location false-belief tasks. The novelty of this study lies in its in-depth examination of ToM explanation abilities in ASD alongside the role of verbal abilities (VIQ). Significant group differences emerged on most EF and ToM measures, in favor of typically developing children. Overall in the study group, EF-planning skills, EF-cognitive shifting and VIQ significantly contributed to the explained variance of ToM measures. Implications are discussed regarding the social-cognitive deficit in ASD.

vorige artikel Comparing the Teaching Interaction Procedure to Social Stories: A Replication Study

volgende artikel Binding of Multiple Features in Memory by High-Functioning Adults with Autism Spectrum Disorder

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Titel: Theory of Mind and Executive Function in Preschoolers with Typical Development Versus Intellectually Able Preschoolers with Autism Spectrum Disorder
Auteurs: Yael Kimhi
Dana Shoam-Kugelmas
Galit Agam Ben-Artzi
Inbal Ben-Moshe
Nirit Bauminger-Zviely
Publicatiedatum: 01-09-2014
Uitgeverij: Springer US
Gepubliceerd in: Journal of Autism and Developmental Disorders / Uitgave 9/2014
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI: https://doi.org/10.1007/s10803-014-2104-z

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