AUTISM: NEW CONCEPTUAL PROPOSITIONAL HYPOTHESIS

 Autism: New Conceptual Propositional Hypothesis 

M. Ojea (2023)

European Journal of Theoretical and Applied Sciences, 1(6), 115-124.

Abstract:

The initial sensory- attention perceptual processing in people with autism spectrum disorder forms a global analysis, but semantic content is limited, therefore, they need to complete their semantic understanding, through second analysis with purpose to encode a greater number of local details, units and/ or conceptual categories. This cognitive action developed through relational connections with concepts previously stored in permanent memory (semantic memory). Study has been designed a qualitative- quantitative triangulated way. The qualitative analysis is based on a textual- conceptual perceptual and visual-perceptual study, while the quantitative analysis has been achieved through non- parametric statistical comparative tests regarding to the grouped variable: “participants”. A total of 10 participants have collaborated in this study, 5 neurotypical participants and 5 participants with autism spectrum disorder, aged between 16-17 years old. The comparative analysis allows delimit partial differential aspects throughout study variables, according to participants´ group variable and, hence, the development of a new cognitive- perceptive theory of specific propositional processing to people with autism: Global Cyclic Theory has been concluded. 

Keywords: Autism spectrum disorder, Attention-cognition-perception, Semantic memory, Conceptual propositional theory.

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COGNICIÓN Y AUTISMO (COGNITION AND AUTISM)

 NUEVA TEORÍA PROPOSICIONAL DEL FUNCIONAMIENTO EJECUTIVO EN PERSONAS CON AUTISMO.

(En Prensa: La Región, 25-10-2023)

NEW PROPOSITIONAL THEORY OF EXECUTIVE FUNCTIONING IN PEOPLE WITH AUTISM.

(In Press: La Region, 10-25-2023)

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ESCALA DIAGNÓSTICA TID- TEA

REVISTA MAREMAGNUM

publicación galega sobre o trastorno do espectro do autismo, 27, outubro, 2023.

Prof. Dr. Manuel Ojea Rúa (pp. 27-35)

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TEST INTEGRADO PARA EL DIAGNÓSTICO DEL TRASTORNO DEL ESPECTRO AUTISTA (TID-TEA)

Manuel Ojea (setiembre, 2023)

Comunidad Valenciana: Editorial Club Universitario

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Mail: editorial@ecu.fm

INTERRELATION OF THE PSYCHOMOTOR SYSTEM AND THE COGNITIVE RELATIONAL PROCESS ON ACADEMIC PERFORMANCE IN PEOPLE WITH AUTISM SPECTRUM DISORDER

 

Interrelation of the Psychomotor System and the Cognitive Relational Process on Academic Performance in People with Autism Spectrum Disorder

1PhD Manuel Ojea Rúa,2Prof. Inmaculada Rodríguez Borrajo

DOI : https://doi.org/10.47191/ijmra/v6-i7-33

 https://ijmra.in/v6i7/33.php

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ABSTRACT:

Autism Spectrum Disorder (ASD) is a highly heterogeneous specific feature of neurodevelopment, whose general characteristics are defined by two basic dimensions: 1) deficits of communication and social interaction and 2) restrictive and stereotyped behaviours. Both dimensions are complemented by empirical evidence of the highly significant relationships of a predictive kind with the psychomotor functioning, which becomes most evident over development. Just, this research tries to answer to the following general goals: 1) examine the application of specific programs relating to development of basic psychomotor skills in students with several levels of ASD, age and sex, and 2) delimit the incidence of cognitive relationships between the concepts and learning categories. A total of 99 students have participated in this study, distributed according to ASD level, age and sex. Data have been analysed through the Univariate ANOVA Between-Subjects Effects Test. Results show that both the intersection of psychomotor and cognitive variables (critical sig: .00), as well variables separately (psychomotricity: .00, and relationship: .00), significantly affect to academic performance of students with ASD. Therefore, it can be concluded that relational cognitive components and psychomotor development are essential to facilitate the development of learning in people with ASD, whose R2 of explicative variance is significantly high: .913, being the adjusted R2 level: 86.3%. The influence of the fixed variables interactions: ASD level, age and sex have also been studied.

KEYWORDS:

Autism Spectrum Disorder. Psychomotricity. Perceptive- Cognitive- Nodal Relationship. Conceptual and Categories. Academic Performance.