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INTRODUCTIONAutism spectrum disorder (ASD) is a neurodevelopmental condition diagnosed based on the diad of persistent deficit in communication, social interaction, and restricted, repetitive patterns of behavior, interests, or activities (American Psychiatric Association, 2013). Autistic people may experience difficulties with planning, shifting, sustaining, or selecting attention, as well as response inhibition (Craig et al., 2016). Most commonly, symptoms are believed to be rooted in an impairment of executive functions (EF), which are necessary for regulating and controlling behavior (Pellicano, 2012). Impaired EF may contribute to the explanation of a lack of imaginative activity and a strong need for repetition (Turner, 1999). One of the cognitive activities that make up EF is generativity, which is to produce novel ideas and responses, often‐examined using verbal fluency (VF) tasks (Pastor‐Cerezuela et al., 2016). EF are widely researched for autistic people (Craig et al., 2016; Demetriou et al., 2018; Gilotty et al., 2002; Hill, 2004; Johnston et al., 2019; Luna et al., 2007; Ozonoff, 1997; Ozonoff & McEvoy, 1994), however, verbal fluency is a less common area. Even though research of verbal fluency in ASD has mostly focused on high functioning autism (HFA) or Asperger syndrome (Borkowska, 2015; Carmo et al., 2015; Corbett et al., 2009; Inokuchi & Kamio, 2013; Kenworthy et al., 2009; Spek et al., 2009), the studies reported contradicting results.
Autism Research – Wiley
Published: Apr 1, 2022
Keywords: autism spectrum disorder; cognitive; concreteness; imageability; verbal fluency
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