Tower of Hanoi performance of retarded young adults and nonretarded children as a function of solution length and goal state

Borys, Suzanne; Spitz, Herman H.; Dorans, Barbara A

doi:10.1016/0022-0965(82)90008-x

Cited by 139 publications

(94 citation statements)

References 5 publications

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“…These two hypotheses were first tested head-on in a study by , which included several theory of mind tasks as well as two measures of executive function, the WCST and the Tower of Hanoi (TOH; Borys, Spitz, & Dorans, 1982). Whereas the WCST is usually taken as a measure of set-shifting and cognitive flexibility, the TOH is typically viewed as a measure of planning.…”

Section: The Executive Function Hypothesismentioning

confidence: 99%

Neuropsychological frameworks for understanding autism

Joseph

1999

International Review of Psychiatry

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Neuropsychological theories have traditionally attempted to provide a unifying account of the complex and diverse behavioral manifestations of autism in terms of their underlying psychological mechanisms and associated brain bases. This article reviews three competing neuropsychological theories of autism: the executive dysfunction hypothesis, the weak central coherence hypothesis, and the limbic system hypothesis. Each theory is evaluated critically with regard to the primary neuropsychological deficit hypothesized and the research findings that have been offered in support of it. In a concluding section, some of the metatheoretical assumptions informing attempts to identify a "core" neuropsychological impairment in autism are outlined and questioned, and new approaches to a neuropsychological understanding of autism are suggested. Neuropsychological Frameworks for Understanding AutismAlthough the current diagnostic criteria for autism (APA, 1994; WHO, 1994) represent an important consensus on how to identify this complex syndrome, they constitute a descriptive account of the disorder. A complete explanatory framework for understanding autism would ultimately involve at least four levels of analysis: (1) etiology, (2) brain structures and processes, (3) neuropsychology, and (4) symptoms or behaviors Pennington & Welsh, 1995). At the most basic level, etiology concerns the genetic and possible environmental factors that cause autism. These etiological factors are presumed to lead to abnormalities in the development of brain structures and processes that underlie the behaviors and symptoms that constitute autism. The neuropsychological level of explanation is intermediate between brain and behavior. It attempts to link these two levels of analysis by mapping relationships between brain structures and the psychological and behavioral functions they serve. As such, neuropsychological constructs potentially provide a unifying explanation for a range of behaviors and symptoms that may otherwise appear disparate and unrelated.

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Section: The Executive Function Hypothesismentioning

confidence: 99%

Neuropsychological frameworks for understanding autism

Joseph

1999

International Review of Psychiatry

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“…Some investigations of young adults with ID have reported performance levels below mental age (MA), for example on the problem solving task Tower of Hanoi (e.g. Borys, Spitz & Dorans, 1982;Byrnes & Spitz, 1977;Spitz, Webster & Borys, 1982;Vakil, Shelef-Reshef & Levi-Shiff, 1997). Other studies have reported mental age appropriate performance on Tower tasks (Numminen, Lehto, Ruoppila, 2001).…”

Section: Introductionmentioning

confidence: 99%

Strengths and weaknesses in executive functioning in children with intellectual disability

Danielsson

Henry

Messer

et al. 2012

Research in Developmental Disabilities

119

102

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“…The procedure used in this study was based on that developed by Borys, Spitz and Dorans (1982) and described by Bishop, Aamodt-Lepper, Creswell, McGurk and Skus (2001). The apparatus consisted of a board containing 3 upright rods and 4 discs of varying sizes.…”

Section: Tower Of Hanoimentioning

confidence: 99%

Heterogeneity in Clinical Symptoms and Cognitive Functioning of Children with Hyperactivity-Impulsivity and Inattention: Dimensional and Person-Centered Perspectives

Gambin¹,

Święcicka²

2016

Polish Psychological Bulletin

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Abstract:The goal of this study was to investigate heterogeneity in clinical symptoms and cognitive functioning among children with hyperactivity-impulsivity and inattention using a novel approach that combined dimensional and personcentered perspectives. Executive, verbal and visuo-spatial functioning, hyperactivity-impulsivity, inattention 2016 , vol. 47(2) 195-206 DOI -10.1515 /ppb-2016 Our population of interest is children with parent-and teacher-rated ADHD symptoms. For a diagnosis of ADHD, the child must display symptoms in at least two different settings, such as at home and at school and information needs to be gathered from two or more informants (APA, 2000). However, a lot of children with subclinical ADHD symptoms suffer from self-regulation difficulties, experience problems in day-to-day life (especially in social and school functioning) and are often referred to psychologists and other specialists as they need therapeutic help (Kóbor, Takács, Urbán & Csépe, 2002;Rielly, Craig & Parker, 2006). Children with subclinical and clinical ADHD are characterized by high heterogeneity in terms of, among others: cognitive functioning, clinical symptoms, comorbid symptoms, and presentation of symptoms in different settings. Thus, it is important to differentiate groups of children with elevated ADHD symptoms characterized by various profiles of self-regulation difficulties in order to enable the development of more effective therapeutic and educational methods adjusted to the areas of problems in functioning. Polish Psychological BulletinSeveral studies revealed heterogeneity in cognitive functioning, especially in efficiency of executive functions, of children with ADHD symptoms (Chhabildas, Pennington & Willcutt, 2001;Nigg,Willcutt, Doyle & Sonuga-Barke, 2005). In many theoretical models (e.g., Barkley, 1997;Nigg, 2001;Schachar, Tannock, & Logan, 1993), executive function deficits are central to the explanation of the underlying mechanisms that lead to the manifestation of symptoms of inattention, hyperactivity and impulsivity. Studies have consistently shown that the average performance in executive function tests of children with ADHD (especially those diagnosed with either the combined or predominantly inattentive subtypes) is significantly lower than the performance of children in a control group (Chhabildas et al., 2001;Nigg et al., 2005). However, the meta-analysis conducted by Nigg and colleagues (2005) revealed that there is a much greater variance in the scores of children with ADHD in comparison to children without ADHD on executive function tests. The distributions of these test scores for children in the control group and in the clinical group do overlap with some children with ADHD performing within the normal range on these tasks.Moreover, deficits in other various spheres of cognitive functioning were observed in children with ADHD symptoms: they achieve lower results on Unauthenticated Download Date | 5/11/18 8:59 PM

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Tower of Hanoi performance of retarded young adults and nonretarded children as a function of solution length and goal state

Cited by 139 publications

References 5 publications

Neuropsychological frameworks for understanding autism

Neuropsychological frameworks for understanding autism

Strengths and weaknesses in executive functioning in children with intellectual disability

Heterogeneity in Clinical Symptoms and Cognitive Functioning of Children with Hyperactivity-Impulsivity and Inattention: Dimensional and Person-Centered Perspectives

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