Centre for Research in Autism and Education (CRAE), UCL Institute of Education, University College London, 55-59 Gordon Square, London, WC1H 0NU, UK.
Autistica, London, UK.
J Autism Dev Disord. 2022 Jul;52(7):3169-3181. doi: 10.1007/s10803-021-05034-4. Epub 2021 Jul 20.
Performance on a single executive function (EF) task (e.g., a card sorting task) is often taken to represent ability on the underlying subcomponent of EF (e.g., set shifting) without accounting for the non-specific and non-executive skills employed to complete the task. This study used a manualised battery of EF tasks to derive individual task scores and latent EF scores. Seventy-nine adolescents aged between 11 and 19 years, including 37 autistic and 42 non-autistic participants, matched on cognitive ability, completed the battery. Autistic adolescents had moderate global EF difficulties and had significantly more difficulties on some individual tasks. However, the samples did not differ on any of the specific individual subcomponents of EF (fluency, cognitive control and working memory).
在单一执行功能 (EF) 任务（例如卡片分类任务）上的表现通常被认为代表了 EF 基础子成分（例如转换能力）的能力，而没有考虑到完成任务所使用的非特定和非执行技能。本研究使用一系列标准化的 EF 任务来得出个体任务得分和潜在 EF 得分。79 名年龄在 11 至 19 岁之间的青少年，包括 37 名自闭症和 42 名非自闭症参与者，在认知能力上相匹配，完成了该测试。自闭症青少年在整体 EF 方面存在中度困难，并且在某些个体任务上存在显著更多的困难。然而，两个样本在 EF 的任何特定个体子成分（流畅性、认知控制和工作记忆）上都没有差异。
