Autism Spectrum Disorders: Psychological Theory and Research by Dermot Bowler

By Dermot Bowler

Mental examine into autism spectrum problems (ASD) has elevated exponentially within the final 20 years. a lot of this paintings has been led by means of a variety of theorists who declare to have pointed out tactics that carry the major to figuring out the . subsequently, novices to the sphere suppose that they've to choose a number of of the competing techniques and to overlook the remaining as being in a roundabout way improper. actually, different theoretical views are only that - assorted issues of view at the similar phenomenon - every one with its personal insights to provide. this isn't to assert that realizing ASD in mental phrases is simply a question of selecting a viewpoint and that every one views are of equivalent worth. in actual fact they don't seem to be.

This ebook, as well as supplying an overview of what present views need to provide, additionally presents a framework to assist readers to come to a decision which features of mental learn into ASD give a contribution to our figuring out of the sector and the way those might be built-in in a fashion that permits study to be taken forward.

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Extra info for Autism Spectrum Disorders: Psychological Theory and Research

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1 and asked children with and without ASD either which object the character was looking at or which object the character wanted. Children with ASD were impaired on the latter but not the former question. These kinds of observations led to the development of an account that emphasised the role of the eyes in understanding other minds, and in turn led to the development of tests of mental state understanding (such as the Reading the Mind in the Eyes Test) that will be discussed later. Other evidence consistent with the notion of an SAM–ID–EDD system comes from studies that show that children with ASD, when learning language, seem to behave differently from children with typical development.

Propositional attitudes have a number of interesting properties, the most striking of which is that they refer to things that we cannot see, feel or touch; we can only infer their existence in others by looking at behaviour in context. So when we see Sally look for her marble in a place where we know the marble is not (say, the basket), we describe Sally as ‘thinking the marble is in the basket’. Similarly, the fact that we know that Sally has not witnessed Anne’s transfer of the marble from the basket allows us to predict accurately where Sally will look for her marble.

In the present discussion, we have seen that some sets of criteria yield groups that differ on measures external to those criteria and others do not. Which raises the question of why we should prefer one set of diagnostic criteria to another. 3). It is worth reflecting on what might emerge if we were to compare groups based on precisely the same sets of criteria using a design like that of Ozonoff et al. (2000). If differences were to emerge, exactly how would we interpret them? These reflections prompt us to think carefully about the way we have approached autism research in terms of group comparisons rather than variations along dimensions.

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