Relations between learning potential, cognitive and interpersonal skills in Asperger children Calero García, María Dolores Mata Sierra, Sara Bonete-Román, Saray Molinero, Clara Gómez-Pérez, María del Mar Asperger Syndrome interpersonal skills executive function weak central coherence dynamic assessment social skills Asperger Syndrome is a developmental disorder characterized by severe deficits in interpersonal skills. Different theories have tried to explain this disorder by taking into account general intelligence, information processing, executive functions, emotional intelligence, etc., but to date, none of these completely explains the cause of these deficits. The present study investigates the relations between interpersonal skill deficits and different cognitive skills. A total of 45 children with Asperger Syndrome, between the ages of 7 and 13, were assessed using tests of intelligence, executive function (using a dynamic assessment methodology) and social comprehension. The results show that Asperger Syndrome children profit from the brief training inserted into a dynamic assessment test. In addition, dynamic assessment reveals differences within the Asperger Syndrome group that go unnoticed in standard assessment, and shows how these differences are related to measures of social comprehension and to the intercorrelation between WISC subtests. In conclusion, use of dynamic assessment methodology may be useful for planning interventions. 2024-09-18T12:33:49Z 2024-09-18T12:33:49Z 2015 journal article Calero, M. D., Mata, S., Bonete, S., Molinero, C., & Gómez-Pérez, M. M. (2015). Relations between learning potential, cognitive and interpersonal skills in Asperger children. Learning and Individual Differences, 44, 53-60. https://hdl.handle.net/10481/94666 http://dx.doi.org/10.1016/j.lindif.2015.07.004 eng http://creativecommons.org/licenses/by-nc-nd/4.0/ open access Attribution-NonCommercial-NoDerivatives 4.0 Internacional Elsevier