How I attend—not how well do I attend: rethinking developmental frameworks of attention and cognition in autism spectrum disorder and typical development
How I attend—not how well do I attend: rethinking developmental frameworks of attention and cognition in autism spectrum disorder and typical development
Evidence from the study of attention among persons with autism spectrum disorder (ASD) and typically developing (TD) children suggests a rethinking of the notion that performance inherently reflects disability, ability, or capacity in favor of a more nuanced story that involves an emphasis on styles and biases that reflect real-world attending. We provide examples from behavioral and physiological research in which performance on attention tasks is not solely a function of abilities, or disabilities, per se but rather is also a function of the ways in which they are implemented. Thus, the study of attention both among persons with ASD and in typical development might best be recast in terms of the question of “how” rather than “how well.”
553-567
Burack, Jacob
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Russo, Natalie
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Kovshoff, Hanna
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Palma Fernandes, Tara
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Ringo, Jason
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Landry, Oriane
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Iarocci, Grace
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Burack, Jacob
810cf9c9-7488-45b2-a29c-dc8667350986
Russo, Natalie
dd8ec6b6-84d2-489e-bb64-062515c67086
Kovshoff, Hanna
82c321ee-d151-40c5-8dde-281af59f2142
Palma Fernandes, Tara
9820cf7f-0e7a-48da-93a2-2a229024410f
Ringo, Jason
451e08d5-09c7-49d0-8423-fd38c488d254
Landry, Oriane
076373ad-b977-4c86-a2dc-0961154fef6b
Iarocci, Grace
211ddafc-fb89-4ca9-8335-dfba2b112661
Burack, Jacob, Russo, Natalie, Kovshoff, Hanna, Palma Fernandes, Tara, Ringo, Jason, Landry, Oriane and Iarocci, Grace
(2016)
How I attend—not how well do I attend: rethinking developmental frameworks of attention and cognition in autism spectrum disorder and typical development.
[in special issue: Building Bridges: Cognitive Development in Typical and Atypical Populations]
Journal of Cognition and Development, 17 (4), .
(doi:10.1080/15248372.2016.1197226).
Abstract
Evidence from the study of attention among persons with autism spectrum disorder (ASD) and typically developing (TD) children suggests a rethinking of the notion that performance inherently reflects disability, ability, or capacity in favor of a more nuanced story that involves an emphasis on styles and biases that reflect real-world attending. We provide examples from behavioral and physiological research in which performance on attention tasks is not solely a function of abilities, or disabilities, per se but rather is also a function of the ways in which they are implemented. Thus, the study of attention both among persons with ASD and in typical development might best be recast in terms of the question of “how” rather than “how well.”
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Burack et al JCD special issue revision 1 May 20 2016.docx
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Accepted/In Press date: 27 April 2016
e-pub ahead of print date: 23 September 2016
Organisations:
Psychology
Identifiers
Local EPrints ID: 403017
URI: http://eprints.soton.ac.uk/id/eprint/403017
ISSN: 1524-8372
PURE UUID: 8aa95f1b-098b-4f20-8e26-1749359cafdf
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Date deposited: 22 Nov 2016 13:59
Last modified: 16 Mar 2024 03:28
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Contributors
Author:
Jacob Burack
Author:
Natalie Russo
Author:
Tara Palma Fernandes
Author:
Jason Ringo
Author:
Oriane Landry
Author:
Grace Iarocci
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