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Investigating the development of core cognitive skills in autism: a 3-year prospective study

Pellicano, E; (2010) Investigating the development of core cognitive skills in autism: a 3-year prospective study. Child Development , 81 (5) pp. 1400-1416. 10.1111/j.1467-8624.2010.01481.x. Green open access

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Abstract

This longitudinal study tested the veracity of one candidate multiple-deficits account of autism by assessing 37 children with autism (M age = 67.9 months) and 31 typical children (M age = 65.2 months) on tasks tapping components of theory of mind (ToM), executive function (EF), and central coherence (CC) at intake and again 3 years later. As a group, children with autism showed poor false-belief attribution, planning ability, and set-shifting, together with enhanced local processing at both time points. At an individual level, however, the profile was far from universal at either intake or follow-up. Moreover, autistic children demonstrated significant changes over time in ToM and EF, but not CC, over the 3-year period. The challenges these findings pose for a multiple-deficits account are discussed.

Type: Article
Title: Investigating the development of core cognitive skills in autism: a 3-year prospective study
Open access status: An open access version is available from UCL Discovery
DOI: 10.1111/j.1467-8624.2010.01481.x
Publisher version: http://dx.doi.org/10.1111/j.1467-8624.2010.01481.x
Language: English
Additional information: This is the peer reviewed version of the following article: Pellicano, E; (2010) Investigating the development of core cognitive skills in autism: a 3-year prospective study. Child Development, 81 (5) pp. 1400-1416, which has been published in final form at: http://dx.doi.org/10.1111/j.1467-8624.2010.01481.x. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving (http://olabout.wiley.com/WileyCDA/Section/id-820227.html#terms).
Keywords: autism, longitudinal, development, cognition, theory of mind, executive function, central coherence
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development
URI: http://discovery.ucl.ac.uk/id/eprint/1475270
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