Results: The only support shown for EF dysfunction was with HF A children. On the domains of cognitive flexibility and goal setting, participants in both the AS and LF A groups did not display the EF deficit predicted by the EF dysfunction theory when compared to IQ-matched controls. There were no group differences on the EF domain, attentional control. Twenty-five high-functioning autistic (HFA IQ> 70), 16 low-functioning autistic (LFA IQ::: 70), 13 Asperger's syndrome (AS), 13 mentally retarded (MR), and 22 typically developing (TD) children matched according to sex and handedness were assessed on a comprehensive battery of clinical and experimental neurocognitive measures. In addition, this research aims to investigate the nature of spatial cognition as an assumed strength following from reports of enhanced visiospatial skill in ASD. The current research attempts to resolve some of the questions raised by the shortcomings of these two theoretical frameworks. Consequently, the theories' validity as explanations of a core cognitive deficit in ASD has come into question. Moreover, recent research provides results contradictory to those predicted by these theoretical frameworks. Recent empirical evidence suggests, however, that neither theory adequately explains the uneven profile of autistic cognition (e.g., attention deficits and relative spatial strengths), and that neither is satisfactorily applicable to autistic individuals across the spectrum. Theories of weak central coherence (WCC a local detail-specific way of processing information that allows individuals to focus on and remember minutiae) and executive dysfunction (EF dysfunction an inability to employ goal-directed cognition to plan, organize, and alternate between tasks, or to inhibit incorrect responses) largely dominate current understandings of the neurocognitive profile in autism spectrum disorders (ASD).
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