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Cognitive Functioning in Autism

An Overview

  • Chapter
Learning and Cognition in Autism

Part of the book series: Current Issues in Autism ((CIAM))

Abstract

Autism is a syndrome that is defined primarily in behavioral terms, but is universally associated with cognitive deficits of varying degrees. Theorists over the last 30 years have argued over the primacy of cognitive versus affective and behavioral symptoms. Regardless of how this debate is ultimately resolved, an understanding of cognitive processes in autism is prerequisite to a full understanding of how the syndrome develops, and is necessary for designing effective strategies to ameliorate these cognitive deficits. In normally developing children, cognitive development proceeds in concert with affective development, within the context of social relationships. The study of cognition in autism may contribute understanding not only to children affected with this syndrome, but also to the ways in which cognitive, social, and affective development can be dissociated in abnormal development.

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Authors and Affiliations

  1. Department of Psychology, University of Connecticut, Storrs, Connecticut, 06268, USA

    Leeanne Green, Deborah Fein & Stephen Joy

  2. Laboratory of Neuropsychology, Boston University School of Medicine, Boston, Massachusetts, 02118, USA

    Deborah Fein

  3. Albertus Magnus College, New Haven, Connecticut, 06511, USA

    Stephen Joy

  4. Trenton State College, Ewing Township, New Jersey, 08625-0550, USA

    Lynn Waterhouse

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  1. Leeanne Green
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  2. Deborah Fein
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  4. Lynn Waterhouse
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Editors and Affiliations

  1. University of North Carolina School of Medicine, Chapel Hill, North Carolina, USA

    Eric Schopler  & Gary B. Mesibov  & 

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Green, L., Fein, D., Joy, S., Waterhouse, L. (1995). Cognitive Functioning in Autism. In: Schopler, E., Mesibov, G.B. (eds) Learning and Cognition in Autism. Current Issues in Autism. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-1286-2_2

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