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Ten Eycke KD, Müller U. Drawing links between the autism cognitive profile and imagination: Executive function and processing bias in imaginative drawings by children with and without autism. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2016; 22:149-160. [DOI: 10.1177/1362361316668293] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Little is known about the relation between cognitive processes and imagination and whether this relation differs between neurotypically developing children and children with autism. To address this issue, we administered a cognitive task battery and Karmiloff-Smith’s drawing task, which requires children to draw imaginative people and houses. For children with autism, executive function significantly predicted imaginative drawing. In neurotypically developing controls, executive function and cognitive-perceptual processing style predicted imaginative drawing, but these associations were moderated by mental age. In younger (neurotypically developing) children, better executive function and a local processing bias were associated with imagination; in older children, only a global bias was associated with imagination. These findings suggest that (a) with development there are changes in the type of cognitive processes involved in imagination and (b) children with autism employ a unique cognitive strategy in imaginative drawing.
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Hollis S, Low J. Karmiloff-Smith's RRM distinction between adjunctions and redescriptions: It's about time (and children's drawings). BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2011; 23:623-44. [DOI: 10.1348/026151005x35390] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
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Low J, Goddard E, Melser J. Generativity and imagination in autism spectrum disorder: Evidence from individual differences in children's impossible entity drawings. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2010; 27:425-44. [PMID: 19998539 DOI: 10.1348/026151008x334728] [Citation(s) in RCA: 40] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- Jason Low
- School of Psychology, Victoria University of Wellington, Wellington 6140, New Zealand.
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