Defense Date
7-8-2013
Graduation Date
Summer 2013
Availability
Immediate Access
Submission Type
thesis
Degree Name
MS
Department
Speech-Language Pathology (SLP)
School
Rangos School of Health Sciences
Committee Chair
Diane Williams
Committee Member
Holly Gastgeb
Committee Member
Lori Marra
Keywords
Autism, Executive function, Language, Social cognition, Theory of mind
Abstract
Whereas it is generally accepted that individuals with autism spectrum disorders (ASD) have deficits in theory of mind, or the ability to understand that other people have thoughts and to infer or predict what those thoughts might be, the relationship of this deficit to other aspects of ASD is still debated. This study examined the relationship between measures of social cognition, language, and the specific executive functions of working memory and cognitive flexibility, and measures of ToM using a large sample of 272 children and adults with high-functioning autism (HFA). The results of a series of hierarchical linear regression models indicated that the strongest relationship occurred between a general measure of language ability (Verbal IQ) and two different measures of ToM. In both children and adults with ASD, ToM abilities appear to be related to overall language abilities rather than a more generalized ability in social cognition or executive function.
Format
Language
English
Recommended Citation
Wendelken, M. (2013). Relationship between Social Cognition, Language, Executive Functioning and Theory of Mind Ability in High-Functioning Autism (Master's thesis, Duquesne University). Retrieved from https://dsc.duq.edu/etd/1355