Although not widely known, cognitive flexibility theory is an imperative and relatable concept. The cognitive flexibility theory was created by Rand J. Spiro, Richard L. Feltovitch and Paul J. Coulson. Extensive research has been done on this theory, particularly in regards to children and the way they adapt in classroom settings. In addition, research pertaining to adults and elders is becoming more and more popular of an interest for study on this theory. This theory focuses on the ability that allows people to switch to different thoughts cognitively. Meaning that people can think of diverse thoughts and ideas at once and compare them to one another. This type of thinking gives people the ability to think more critically and of various outcomes
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The signs and symptoms of autism are widely acknowledged, one of these symptoms being, trouble with communication. These communication skills particularly relate to their mental processes (Yeung, Han, Sze, & Chan, 2016). This specific impairment has intrigued many researchers interest in discovering if cognitive flexibility is also effected by autism due to the structures of the brain. Without cognitive flexibility one’s ability to use social and emotional information can be negatively influenced (Gökçen, Petrides, Hudry, Frederickson, & Smillie, 2014). This meaning that flexibility of the brain has a tremendous impact on an individual’s daily life and structure. A study done by Memari, Ziaee, Shayestehfar, Ghanouni, Mansournia, and Moshayedi (2013) displayed cognitive flexibility patterns in individuals with autism, in particularly focusing on differences in gender and age. Results showed that gender had an influence on cognitive flexibility, being that the individual girls studied, had lower levels of flexibility than the boys; although girls had higher skills of visual perception and non-verbal problem solving (Memari et al., 2013). In addition, findings reveled that age does not always influence nor help recovery in cognitive flexibility in individuals with autism. It has also been found that people with autism have difficulty in rule shifting, their particular cognitive processes may make it problematic for them to follow specific rules that are in place, even despite knowing what is expected (Memari et al., 2013). Low levels of cognitive flexibility could also be the result of poor education and learning abilities. Without the proper education and learning, materials and situated problems dealing with the flexibility of the brain may not be available to be practiced or observed. This leading to monotonous behaviors without leaving vital room
The signs and symptoms of autism are widely acknowledged, one of these symptoms being, trouble with communication. These communication skills particularly relate to their mental processes (Yeung, Han, Sze, & Chan, 2016). This specific impairment has intrigued many researchers interest in discovering if cognitive flexibility is also effected by autism due to the structures of the brain. Without cognitive flexibility one’s ability to use social and emotional information can be negatively influenced (Gökçen, Petrides, Hudry, Frederickson, & Smillie, 2014). This meaning that flexibility of the brain has a tremendous impact on an individual’s daily life and structure. A study done by Memari, Ziaee, Shayestehfar, Ghanouni, Mansournia, and Moshayedi (2013) displayed cognitive flexibility patterns in individuals with autism, in particularly focusing on differences in gender and age. Results showed that gender had an influence on cognitive flexibility, being that the individual girls studied, had lower levels of flexibility than the boys; although girls had higher skills of visual perception and non-verbal problem solving (Memari et al., 2013). In addition, findings reveled that age does not always influence nor help recovery in cognitive flexibility in individuals with autism. It has also been found that people with autism have difficulty in rule shifting, their particular cognitive processes may make it problematic for them to follow specific rules that are in place, even despite knowing what is expected (Memari et al., 2013). Low levels of cognitive flexibility could also be the result of poor education and learning abilities. Without the proper education and learning, materials and situated problems dealing with the flexibility of the brain may not be available to be practiced or observed. This leading to monotonous behaviors without leaving vital room