Pellicano, E;
(2010)
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.
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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: | 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: | After an initial embargo period, the peer reviewed version of the following article: Pellicano, E; (2010) 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. |
| UCL classification: | UCL 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 - Social Research Institute |
| URI: | https://discovery.ucl.ac.uk/id/eprint/1475271 |
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