By default, we usually treat objects in our environment globally, in addition, when we search for an object and strive to find it, we do so in reference to a global image of it, so we do not look for it by its individual parts, but in our semantic system it is represented by its entirety, this is due to an executive function called central coherence , then we will explain what its characteristics are.
When we observe an object for the first time, we observe its representation in a global way and not each of the parts that compose it, for example, if we look at the faces of our loved ones, we will look at them as part of a whole, not in an isolated way. nose, mouth, etc. This happens through core consistency.
- However.
- Some studies tell us that this does not happen.
- For example.
- In people who have an autism spectrum disorder or a problem with executive functions.
- So neuroscience has paid attention to the theory of low central coherence.
This theory was formulated by Uta Frith in 1989; Joliffe and Baron Cohen in 1999, and that seems to explain the difficulty people have with ASD in integrating information into one. Coherent. People with autism or autism spectrum disorders are characterized by fragmented treatment; your attention tends to focus on the small details.
According to Dr. Frith, people with ASD struggle to develop interpretations of situations by reading participants’ intentions based on visual, manual, and contextual cues.
Also, is there a downside to sticking to secluded rooms?Instead of the set, they take longer to see, for example, the generality of an image.
The importance of neuropsychological evaluation in order to know if there is a change in the central system of coherence is a valuable diagnostic aid, so it is possible to evaluate the tendency to focus on detail as a particular AME skill, to the detriment of the globalizing capacity for central coherence.
This particular ability to focus on detail is evaluated in the “hidden figures” task or the cube subtest of Wechsler’s intelligence scales. The skills learned represent a very particular cognitive style.
This has been observed in neuropsychological evaluation of drawing: these people tend to begin drawings with details, filling the parts with details, one by one, rather than starting with a general plan.
However, this theory does not explain the entire characteristic clinical picture of people with autism spectrum disorder (ASD); therefore, researchers suggest using it as an explanatory theory of detail-based cognitive processing.
A complementary theory is the ‘executive dysfunction model’, although this model does not respond to the full set of ASD symptoms, it does explain some characteristics, such as lack of flexibility, difficulties in planning and generating new ideas, or the presence of repetitive symptoms. Behaviors.
These types of resources have to do with executive functions. Recently, researchers such as Rosenthal (2013) have seen an increase in executive deficit manifestations in older children.
Therefore, neuropsychological intervention should be performed early, in these areas or in executive function deficits, in order to minimize the effects of change. In addition, the neurobiological perspective has shown that there is a breadth and diversity of genetic factors associated with ASD. The neuropsychological approach admits that a single deficit does not explain the heterogeneity of the disorder.
On the other hand, social cognitive deficit theory is based on the idea that people with ASD show changes in their ability to represent their own mental and other states, as well as difficulties in putting themselves in the shoes of others.
Therefore, based on the theory of low central coherence, this kind of attention to detail could be considered as a different cognitive treatment, not as a deficit; In fact, this detail-based treatment allows these individuals to make valuable contributions that are not available to people with a more prescriptive way of processing information.