By Francesca Happe
This identify is meant for complicated undergraduate and masters point scholars in psychology; expert medical, developmental and academic psychologists; common practitioners and others with a unique curiosity in childrens; careworkers; and fogeys of autistic young ones.
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3 The Smarties task (by kind permission of the artist, Axel Scheffler). Reprinted from Frith 1989a. sometimes seen in autism. Other theories have to meet this challenge. The theory of mind explanation of autism has allowed researchers to make clear cuts between what appeared to be very similar behaviours—carving nature at the joints according to a precise theory about the underlying cognitive “bone structure”. For example, Attwood et al. g. g. signals to come, be quiet or go away) as did control subjects with severe learning difficulties.
The child doesn’t orient to his own name); – stereotyped and repetitive use of language; – pronoun reversal (saying “you” for “I”); – idiosyncratic use of words, and appearance of neologisms; – failure to initiate or sustain conversation normally; – abnormalities of prosody (pitch, stress, intonation); – semantic/conceptual difficulties; – abnormal non-verbal communication (gesture, facial expression). As in the case of socialization, not all areas of language are equally affected in autism. For example, those children who speak usually show fairly normal phonology and grammar.
So, while the normal 2-year-old will pretend that a toy brick is a car, and happily drive, park, and even crash the pretend car, an autistic child (even of a much higher mental age) will simply mouth, throw or spin the block. Pretend play seems to be replaced in autism by repetitive activities, which may become obsessional; the child may line up objects in a certain arrangement that must not be interfered with, or may spin all objects which he can get his hands on. In adults with autism the same lack of imagination may be shown in a rather different way.
Autism by Francesca Happe