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Related Concept Videos

Autism Spectrum Disorder01:19

Autism Spectrum Disorder

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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.
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Modeling in Therapy01:26

Modeling in Therapy

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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
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Introduction to Motivation and Emotion01:29

Introduction to Motivation and Emotion

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Motivation is a multifaceted process that drives behavior toward fulfilling various physiological or psychological needs. This process involves initiating, guiding, and maintaining specific actions influenced by internal and external factors. For example, when someone feels hungry while watching television, hunger is a motivator, prompting the individual to get up, walk to the kitchen, and find something to eat. In this instance, hunger initiates and sustains the behavior necessary to meet the...
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Coping Strategies: Emotion Focused01:20

Coping Strategies: Emotion Focused

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Emotion-focused coping refers to a set of strategies aimed at managing the emotional impact of stressors, rather than directly addressing their causes. This approach involves altering one's emotional response to stressful situations to reduce their psychological effects. For example, individuals might talk with a friend or engage in activities like journaling to express their feelings. Such actions can help achieve emotional clarity or release, providing the psychological stability needed...
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Self-Discrepancy Theory02:45

Self-Discrepancy Theory

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One influential perspective on what motivates people's behavior is detailed in Tory Higgin's self-discrepancy theory (Higgins, 1987). He proposed that people hold disagreeing internal representations of themselves that lead to different emotional states.  
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Related Experiment Video

Updated: Dec 14, 2025

Conscious and Non-conscious Representations of Emotional Faces in Asperger's Syndrome
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Executive function, motivation, and emotion recognition in high-functioning autism spectrum disorder.

Michael K Yeung1, Agnes S Chan2

  • 1Department of Neurology and Neurosurgery, Montreal Neurological Institute, McGill University, Montreal, QC, H3A 2B4, Canada; Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hong Kong Special Administrative Region.

Research in Developmental Disabilities
|July 19, 2020
PubMed
Summary

Autism spectrum disorder (ASD) with early language delay shows impairments in executive function, motivation, and emotion recognition. ASD without language delay shows only emotion recognition deficits, suggesting language impacts cognitive abilities.

Keywords:
AutismDecision-makingEmotion recognitionExecutive functionLanguage delay

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Cognitive Science

Background:

  • Autism spectrum disorder (ASD) theories lack specificity regarding executive cognitive, motivational, and emotion-recognition impairments.
  • The influence of early language delay on these core ASD deficits remains unclear.

Purpose of the Study:

  • To investigate executive cognitive, motivational, and emotion-recognition functions in adolescents with ASD.
  • To examine the specific role of early language delay in these functional impairments within ASD.

Main Methods:

  • Twenty-two high-functioning adolescents with ASD and 22 typically developing (TD) adolescents (ages 11-18) completed computerized tasks.
  • Tasks assessed executive cognitive functions (set-shifting, inhibition, updating, access/generativity), motivational functions (reinforcement learning, decision-making), and emotion recognition.

Main Results:

  • ASD participants with early language delay exhibited poorer executive cognitive, motivational, and emotion-recognition functioning compared to TD controls.
  • ASD participants with language delay also showed deficits in executive cognitive and motivational functions relative to ASD participants without language delay.
  • ASD participants without language delay only demonstrated poorer emotion recognition compared to TD controls.

Conclusions:

  • Preliminary findings indicate distinct patterns of cognitive and emotional processing in ASD based on the presence of early language delay.
  • Individuals with ASD and language delay show broader impairments, including executive function and motivation.
  • Emotion recognition deficits are present in ASD regardless of language delay, but executive and motivational impairments are specific to those with language delay.