By Francesca Happe
This identify is meant for complicated undergraduate and masters point scholars in psychology; specialist scientific, developmental and academic psychologists; basic practitioners and others with a different curiosity in childrens; careworkers; and fogeys of autistic teenagers.
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A computer version of the Tower of Hanoi, and a detour reach task) most children with autism do show some impairment when required to act away from the object or to inhibit a prepotent (previously rewarded) response. In this respect, Russell’s theory is clearly related to other recent suggestions that autism involves an executive function deficit similar to that seen in adults with acquired frontal lobe lesions (see Ch. 4) (Ozonoff et al. 1991a, see below). However, Russell differs from some other authors in suggesting that a mentalizing deficit need not be invoked in order to explain the body of theory of mind results.
However, there has been some suggestion that autistic subjects do not show specific problems if compared to controls of the same language level (Ozonoff et al. 1990). Communication The range of communication handicaps in the autistic spectrum is very striking— from the totally mute autistic child who does not use even gesture to communicate, through the echolalic child who may parrot whole sentences which appear to have no relation to the context, or the autistic child who will use single words inflexibly as requests, to the fluently speaking but pragmatically bizarre child with Asperger’s syndrome.
As Alan Leslie (1987) has pointed out, pretence is an extraordinarily complex behaviour to emerge so early in normal development. ” This is no way to teach a child about bananas and telephones! The child should be upset, confused; instead he is delighted. Around 18 months the normal child can understand and indulge in pretend play (Fein 1981)—how is this possible without wrecking the child’s encyclopaedic world knowledge? Leslie (1987, 1988) has suggested that in order to prevent the interference of pretence with real-world knowledge, the child must possess two types of representation.