Modularity theorists studying children with autism have recently suggested which of the following?

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In considering modularity theories as they apply to autism, we need to evaluate how these theories describe the organization of cognitive abilities as discrete modules. 
Option 1 suggests that children with autism do not develop mental modules at all. This is not consistent with modularity theory, which posits the existence of distinct cognitive modules; it does not claim that autism prevents module development across the board. It overgeneralizes by implying a wholesale absence of modules.
Option 2 claims there is no difference in the development of mental modules between children with autism and typically developing peers. This contradicts evidence and the core idea of modularity in autism research, which indicates that some modules may operate differently while others function typically. The claim ignores documented domain-specific differences.
Option 3 states that children with autism typically perform very well on false-belief tasks. The historical pattern shows mixed results, but the prevailing view in the literature is that false-belief tasks—central to theory of mind—are often challenging for many autistic children, especially younger or less verbally skilled individuals. This option tends to oversell performance and ignores observed difficulties.
Option 4 proposes that autism may affect specific modules, leaving other modules intact. This directly aligns with modularity accounts that allow for uneven cognitive profiles: some specialized systems (e.g., theory of mind) can be atypical or impaired, while other modules (such as perceptual or basic perceptual organization) function typically. This nuanced view captures the selective impact described in modularity-based autism research.

PSYC-312-02 Quiz Chapter 8

Modularity theorists studying children with autism have recently suggested which of the following?

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