Related Experiment Video
Updated: Jul 6, 2026
05:04
An Electrophysiology Protocol to Measure Reward Anticipation and Processing in Children
Published on: October 4, 2018
When prototypes are not best: judgments made by children with autism
Catherine J Molesworth1, Dermot M Bowler, James A Hampton
1Department of Psychology, City University, Northampton Square, London, EC1V 0HB, UK. c.j.molesworth@googlemail.com
Journal of Autism and Developmental Disorders
|April 11, 2008
Summary
Children with high-functioning autism can show prototype effects in categorization tasks. However, some children struggled, possibly due to difficulties with ambiguous instructions, highlighting autism heterogeneity.
Area of Science:
- Developmental Psychology
- Cognitive Neuroscience
- Autism Spectrum Disorder Research
Background:
- Conflicting findings exist regarding prototype effects in children with autism spectrum disorder (ASD).
- Previous research has not fully explored the role of task ambiguity in these discrepancies.
Purpose of the Study:
- To investigate prototype effects in children with high-functioning autism (HFA).
- To determine if difficulties understanding ambiguous task demands contribute to inconsistent findings.
- To examine the influence of heterogeneity within the autism group on task performance.
Main Methods:
- A factorial comparison experimental design was employed.
- Categorization responses were analyzed in children with HFA.
- A control task was used to identify a subgroup with performance difficulties.
Main Results:
- Two-thirds of the children with HFA demonstrated prototype effects.
- A distinct subgroup, identified by control task performance, did not show prototype effects.
- Task ambiguity and individual differences in resolving ambiguity appear to influence performance.
Conclusions:
- Heterogeneity within the autism group significantly impacts prototype effect demonstration.
- The ability to resolve ambiguous task demands is a critical factor in performance.
- Further research using alternative experimental designs is recommended to clarify these findings.
Related Concept Videos
01:19Autism Spectrum Disorder
Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
01:24Concepts and Prototypes
The human nervous system handles vast amounts of information by translating sensory stimuli into neural impulses, which the brain processes, creating thoughts expressed through language or stored as memories. The brain also synthesizes information from emotions and memories, which significantly influence thoughts and behaviors. This intricate process creates a comprehensive mental picture.
The brain organizes this information using concepts, which are mental categories grouping linguistic data,...
The brain organizes this information using concepts, which are mental categories grouping linguistic data,...
01:26Modeling in Therapy
Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in situations...
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in situations...
01:24Revisionist Views of Adolescent and Adult Cognition
A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are themselves.
01:20Social Foundations of Self II: The Generalized Other
According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group effort.
01:14Piaget's Stage 2 of Cognitive Development
The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone, blending...