COUNTING ABILITIES IN AUTISM: POSSIBLE IMPLICATIONS FOR CENTRAL COHERENCE THEORY
Guardat en:
JARROLD, C., RUSSELL, J., COUNTING ABILITIES IN AUTISM: POSSIBLE IMPLICATIONS FOR CENTRAL COHERENCE THEORY. JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS, Vol. 27, no. 1 (1997), p. 25-37.
Ref.
58131
Localització:
SIIS R.237
Palabras clave:
Aptitudes, Autismo, Desarrollo cognitivo, Discapacidad, Discapacidad del lenguaje, Discapacidad intelectual, Investigación, Matemáticas, Teoría, Trastornos del espectro autista
Aptitudes, Autismo, Desarrollo cognitivo, Discapacidad, Discapacidad del lenguaje, Discapacidad intelectual, Investigación, Matemáticas, Teoría, Trastornos del espectro autista
Ítems similars: COUNTING ABILITIES IN AUTISM: POSSIBLE IMPLICATIONS FOR CENTRAL COHERENCE THEORY
- ABILITY PROFILES IN CHILDREN WITH AUTISM
- MATHEMATICAL ABILITY OF STUDENTS WITH ASPERGER SYNDROME AND HIGH-FUNCTIONING AUTISM
- EXPLORING THE COGNITIVE PHENOTYPE OF AUTISM: WEAK "CENTRAL COHERENCE" IN PARENTS AND SIBLINGS OF CHILDREN WITH AUTISM. I. EXPERIMENTAL TESTS
- STUDYING WEAK CENTRAL COHERENCE AT LOW LEVELS: CHILDREN WITH AUTISM DO NOT SUCCUMB TO VISUAL ILLUSIONS. A RESEARCH NOTE
- EXPLORING THE COGNITIVE PHENOTYPE OF AUTISM: WEAK "CENTRAL COHERENCE" IN PARENTS AND SIBLINGS OF CHILDREN WITH AUTISM. II. REAL-LIFE SKILLS AND PREFERENCES
- THE EMPATHISING-SYSTEMISING THEORY OF AUTISM: IMPLICATIONS FOR EDUCATION