Evidence for executive dysfunction in autism.

By Claire Hughes, James Russell, Trevor W. Robbins. 1994

Subfields: Neuroscience, Cognitive Science & Psychology

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Citations in the corpus

What causes 3‐year‐olds' difficulty on the dimensional change card sorting task? (2002, background): “A differential prediction can be derived by extrapolating the findings on attentional shift tasks with patients with frontal lobe damage or Parkinson's disease (Owen et al., 1991, 1992) or autism (Hughes et al., 1994) to normally developing children.”
Executive dysfunction in autism. (2004, methodology): “Models for this can be seen in the stepwise nature of the ID/ED task [ 25 ] and the inhibition tasks adopted by Ozonoff and colleagues [30,31].”
Imitation, mirror neurons and autism. (2001, background): “The same principles may apply to the acquisition of other executive functions, such as approaches to problem solving and attentional shifting, which can be a problem for autistic children [68,69].”
The relation between theory of mind and rule use: evidence from persons with autism‐spectrum disorders (2002, background): “Moreover, deficits associated with autism appear to extend beyond ToM into other areas of cognition (e.g. Hermelin and O’Connor, 1970; Prior, 1979; Frith, 1989; Prior and Hoffman, 1990; Ozonoff et al., 1991; Tager-Flusberg, 1991; Hughes and Russell, 1993; McEvoy et al., 1993; Hughes et al., 1994; Fr”
Introducing MASC: A Movie for the Assessment of Social Cognition (2006, background): “In research involving individuals on the autism spectrum, even more attention needs to be brought to this argument because central coherence and executive functions have been reported as impaired in affected individuals (Frith & Happe ´, 1994; Hughes, Russell, & Robbins, 1994 ).”
How specific is a deficit of executive functioning for attention-deficit/hyperactivity disorder? (2002, background): “[50] Hughes C, Russel J, Robbins TW.”
Private Speech and Executive Functioning among High-Functioning Children with Autistic Spectrum Disorders (2007, unknown): “These skills include planning, cognitive flexibility, set-shifting, inhibition of prepotent responses, and monitoring of the environment for feedback on progress toward goal attainment (Hughes et al., 1994; Ozonoff & McEvoy, 1994).”
The Elusive Nature of Executive Functions: A Review of our Current Understanding (2007, methodology): “Both autistic and children with ADHD also demonstrate problems with planning future actions as measured by the TOL task (Hughes et al. 1994; Scheres et al. 2004).”