Abstract:
:A battery of psychoeducational tests was administered to samples of high-functioning (IQ > 70) autistic subjects and normal controls. A previous psychoeducational study indicated the presence of preserved procedural and mechanical academic skills accompanied by impaired comprehension and interpretive skills in high-functioning autistic individuals. The present findings indicate that this psychoeducational pattern also has a developmental aspect. Younger (< 13 years) autistic subjects performed as well or better than younger controls on psychoeducational measures of mechanical and procedural skills, and on some complex, interpretive tasks. However, they performed more poorly than controls on tasks that involve following complex linguistic instructions. Younger autistic subjects and controls did not differ significantly from each other on interpretive tasks, while the older austic subjects did significantly more poorly than the older controls on such tasks. The findings are discussed in terms of early success, but subsequent decline, in the course of academic functioning in autism.
journal_name
J Clin Exp Neuropsycholjournal_title
Journal of clinical and experimental neuropsychologyauthors
Goldstein G,Minshew NJ,Siegel DJdoi
10.1080/01688639408402680subject
Has Abstractpub_date
1994-10-01 00:00:00pages
671-80issue
5eissn
1380-3395issn
1744-411Xjournal_volume
16pub_type
杂志文章abstract::The relationships between intermediate visual processes, involving object and space perception, and regional brain activity using positron emission tomography and single photon emission tomography were investigated in 16 patients with Alzheimer's disease. Significant region specific correlations were found between unf...
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