NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1115003
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1524-8372
How I Attend--Not How Well Do I Attend: Rethinking Developmental Frameworks of Attention and Cognition in Autism Spectrum Disorder and Typical Development
Burack, Jacob A.; Russo, Natalie; Kovshoff, Hannah; Palma Fernandes, Tania; Ringo, Jason; Landry, Oriane; Iarocci, Grace
Journal of Cognition and Development, v17 n4 p553-567 2016
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."
Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A