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A child’s cognitive performance can vary considerably from one task context to the next, even when only small details of the task are changed. Such context dependence has given rise to a new way of looking at the underlying processes of children’s thinking (e.g. Smith, Thelen, Titzer, & McLin, 1999; Spencer, Thomas, & McClelland, 2009). Rather than attributing performance to a particular competence (or a lack thereof), performance is attributed to a synergy between the actor and environment, highly sensitive to even seemingly irrelevant details of the task context. Though not complete, this view makes it possible to map out how changes in the context could be harnessed to bring about changes in a child’s behavior. The current chapter looks at whether the same view can be applied to autism spectrum disorder (ASD). A first step in this direction is to explore the extent to which cognitive performance in ASD is affected by apparently irrelevant variations of the task context.

Beyond the Black-and-White of Autism: How Cognitive Performance Varies with Context