Cognitive Dissonance

Cognitive dissonance theory, proposed by psychologist Leon Festinger in the 1950s, is a fundamental concept in psychology that explores the discomfort people experience when they hold conflicting beliefs, attitudes, or values. When individuals encounter information or situations that challenge their existing beliefs or attitudes, they often experience cognitive dissonance, a state of psychological tension. This tension arises from the inconsistency between what they believe and what they are confronted with.

To reduce this discomfort, individuals typically employ various cognitive and behavioral strategies. They may change their beliefs or attitudes to align with the new information, seek out information that supports their existing beliefs (confirmation bias), or downplay the significance of the conflicting information. For example, if someone holds a negative stereotype about a particular group but then has a positive encounter with a member of that group, they might experience cognitive dissonance. To alleviate this discomfort, they may adjust their stereotype or minimize the significance of the positive encounter.

Cognitive dissonance theory is crucial for understanding the dynamics of attitude change and behavior. It highlights the human tendency to strive for consistency in our beliefs and actions and the discomfort that arises when inconsistency occurs. By recognizing cognitive dissonance, psychologists and individuals alike can better understand the processes underlying attitude change, prejudice reduction, and decision-making in the face of conflicting information

An article where I talk about its impacts with respect to autism 

https://disabilityvisibilityproject.com/2021/02/06/a-boy-like-me/

Attribution Errors

Attribution errors, also known as attribution biases, are cognitive biases that affect how individuals interpret and explain the behavior of themselves and others. These biases involve making inaccurate or biased judgments about the causes of behaviors, often by attributing them to dispositional (internal) factors or situational (external) factors. One common attribution error is the fundamental attribution error (FAE), which occurs when people tend to overemphasize dispositional factors and underestimate situational factors when explaining the behavior of others. For instance, if someone witnesses a colleague being late to work, they might attribute it to the colleague's laziness or lack of punctuality (dispositional), while ignoring the possibility that the colleague might have encountered traffic or had an emergency (situational).

Another attribution error is the actor-observer bias, which relates to the tendency for individuals to attribute their own behavior to situational factors (e.g., "I was late because of traffic") but attribute the behavior of others to dispositional factors (e.g., "They were late because they're always irresponsible"). This bias highlights the differing perspectives people have when explaining their own actions versus the actions of others, often giving themselves the benefit of the doubt while judging others more critically. Understanding attribution errors is essential because they can lead to misunderstandings and conflicts in interpersonal relationships and can affect how individuals perceive and interact with others. Recognizing these biases can help people become more empathetic and make more accurate judgments about the behaviors and motivations of those around them.

Looking at the Self

In the context of disability and autism, all the terms discussed below takes on a unique significance as individuals may grapple with challenges that affect their physical, cognitive, emotional, and social attributes. Understanding one's own abilities, limitations, and unique traits can be an integral part of developing a positive self-perception and fostering self-acceptance and empowerment within the disability and autism communities.

Self-Perception: refers to how we perceive themselves, including our physical, cognitive, emotional, and social attributes. It involves forming an understanding of one's own characteristics, abilities, and behaviors. Self-perception can encompass both internal aspects, such as thoughts and emotions, and external aspects, such as appearance and social roles. It involves recognizing oneself as a distinct entity separate from others and the environment.

Self-Reflection: involves the process of introspection and examining one's thoughts, feelings, and experiences. It entails looking inwardly and exploring one's own inner world. Self-reflection allows individuals to gain insight into their beliefs, values, motivations, and behaviors. It often involves asking oneself questions, considering personal experiences, and analyzing one's own actions and their consequences. Self-reflection facilitates self-understanding, personal growth, and the ability to learn from past experiences.

Self-Evaluation: refers to the process of assessing one's own abilities, performance, and worth. It involves comparing oneself to internal or external standards and making judgments about one's strengths, weaknesses, and accomplishments. Self-evaluation can be influenced by various factors, including personal goals, social comparisons, and feedback from others. It plays a crucial role in shaping self-esteem, as positive self-evaluation can enhance feelings of self-worth and competence, while negative self-evaluation can lead to self-doubt and low self-esteem.

Self-Awareness: is the conscious knowledge and recognition of one's own existence, thoughts, feelings, and sensations. It involves being cognitively and emotionally attuned to oneself. Self-awareness allows individuals to monitor and reflect upon their own internal states, behaviors, and reactions in relation to themselves and their environment. It involves recognizing one's own strengths, weaknesses, values, and beliefs. Self-awareness is a fundamental aspect of self-consciousness and is essential for introspection, self-regulation, and social interactions.

Mental Time Travel

The concept of mental time travel (MTT) refers to the ability of individuals to mentally project themselves backward in time to relive or remember past events, as well as forward in time to imagine or anticipate future events. It is a cognitive process that allows us to mentally simulate and navigate through temporal experiences beyond the present moment.

The MTT task is a neuroscience measure designed to assess an individual's capacity for mental time travel. It typically involves presenting participants with a series of event cues and asking them to generate specific events from their own personal past or future that are related to each cue. For example, participants may be shown cue words such as "graduation" or "vacation" and then asked to recall a specific past event or imagine a specific future event related to each cue.

In this task, the individual's present moment serves as a reference point from which they situate and retrieve personal versus general events. Personal events refer to specific episodic memories from the individual's own life, such as a birthday party or a family trip, while general events are more abstract and can be shared by multiple individuals, such as historical events or holidays.

The MTT task taps into several cognitive processes and neural mechanisms associated with mental time travel. It requires the retrieval of specific episodic memories or the construction of plausible future scenarios. The task engages memory processes, including recall and recognition, as well as imagination and prospective thinking.

Neuroimaging studies have shown that the neural substrates underlying MTT involve a network of brain regions.

• PFC:  cognitive control and executive function required for retrieving and manipulating temporal information. 
• Hippocampus and MTL: formation and retrieval of episodic memories

The MTT task has been used in research to investigate individual differences in the capacity for mental time travel and how it relates to various cognitive processes, such as autobiographical memory, imagination, planning, and self-projection. It has also been employed to examine the effects of aging, neurodegenerative diseases, and psychiatric disorders on mental time travel abilities.

Multiple Intelligences

The theory of multiple intelligences, proposed by psychologist Howard Gardner, suggests that intelligence is not a single, unified entity but rather a collection of distinct forms of intelligence. According to Gardner, individuals possess different strengths and abilities in various domains, and these abilities can be considered as different intelligences. The theory has been influential in understanding human cognition and has implications for fields such as education and psychology.

This is especially relevant to autism, as the capabilities of autistics may not neatly align with the notion of intelligence as defined by our mainstream education system. 

Gardner initially identified 7 forms of intelligence, and later expanded the list to include an additional two. 

1. Linguistic Intelligence: ability to use language effectively, including reading, writing, and speaking. Examples include poets, writers, journalists, and public speakers.
2. Logical-Mathematical Intelligence: logical thinking, reasoning, and mathematical problem-solving. It is typically associated with scientists, mathematicians, engineers, and economists.
3. Musical Intelligence: capacity to perceive, create, and appreciate music. People with musical intelligence may excel in playing instruments, composing music, or singing.
4. Bodily-Kinesthetic Intelligence: relates to body movement control and physical activities. Athletes, dancers, actors, and surgeons are examples of individuals who demonstrate high bodily-kinesthetic intelligence.
5. Spatial Intelligence: visual thinking, spatial awareness, and mental imagery. Architects, painters, pilots, and sculptors often exhibit strong spatial intelligence.
6. Interpersonal Intelligence: refers to the ability to understand and interact effectively with others. Skilled leaders, teachers, therapists, and politicians often possess high interpersonal intelligence.
7. Intrapersonal Intelligence: self-reflective intelligence, involving self-awareness, self-regulation, and a deep understanding of one's emotions, motivations, and inner self. Examples are Philosophers and spiritual leaders
8. Naturalistic Intelligence:  ability to recognize, categorize, and understand patterns in nature, such as flora, fauna, and natural phenomena. Environmentalists, farmers, and botanists often demonstrate naturalistic intelligence.
9. Existential Intelligence: reflects a person's contemplation and awareness of fundamental existential questions and concerns about the nature of life, death, and meaning. It is often associated with philosophers, theologians, and deep thinkers.

Linear and Non Linear Thinking

Linear thinking and non-linear thinking refer to different cognitive approaches or styles of processing information and solving problems.


Linear Thinking is a sequential and logical way of processing information. It involves following a step-by-step progression or a straight line of thought to reach a conclusion or solve a problem. Linear thinkers often focus on cause-and-effect relationships, rely on logical reasoning, and follow a structured and organized approach. They tend to analyze information systematically, break problems down into smaller parts, and approach tasks in a methodical manner.

Non-linear Thinking is characterized by a more holistic and divergent approach to processing information and problem-solving. Non-linear thinkers often make connections between seemingly unrelated ideas or concepts. They may engage in creative, out-of-the-box thinking, see patterns or possibilities that others might not notice, and generate multiple solutions to a problem. Non-linear thinkers may think in a more intuitive, associative, or visual manner, allowing them to make leaps in thinking or approach problems from different angles.

Both have strengths. Linear thinking is often effective for tasks that require logical analysis, step-by-step reasoning, or adherence to a specific process. Non-linear thinking, can be valuable in creative problem-solving, pattern recognition, generating innovative ideas, or seeing the bigger picture.

Autistics are known to exhibit a wide range of thinking styles, and some may excel in non-linear thinking processes. Our ability to make connections, see patterns, or approach problems from unconventional perspectives can be a unique strength.

However, traditional IQ tests often emphasize linear thinking and may not fully capture or assess the strengths of non-linear thinking in the autistic population.

Fluid v Crystallized Intelligence

Fluid intelligence and crystallized intelligence are two distinct aspects of cognitive abilities, as proposed by psychologist Raymond Cattell. Research suggests that autistics may exhibit strengths in fluid intelligence while crystallized intelligence may vary depending on individual experiences and access to education. However,  it is to be noted that traditional distinction between fluid and crystallized intelligence may not fully capture the complexity of cognitive abilities in autistics as their cognitive profiles often encompass a wide range of skills, strengths, and challenges that extend beyond these categories. 

Self Perception

Self-perception refers to how individuals perceive themselves, including their physical, cognitive, emotional, and social attributes. It involves forming an understanding of one's own characteristics, abilities, and behaviors. Self-perception can encompass both internal aspects, such as thoughts and emotions, and external aspects, such as appearance and social roles. It involves recognizing oneself as a distinct entity separate from others and the environment.

• Formation: Self-perception starts to develop early in life and continues to evolve throughout one's lifespan. It begins with self-recognition during infancy and progresses through social interactions, personal experiences, and feedback from others. As individuals engage with their environment and receive information about themselves, they construct their self-perception.

• Multifaceted Nature: Dimensions include physical attributes, such as appearance and health; cognitive aspects, such as intellectual abilities and problem-solving skills; emotional characteristics, including one's emotional states and temperament; and social aspects, such as social roles, identities, and relationships. These facets come together to form a multifaceted self-perception.

• Internal and External Factors: Internal factors, such as one's own thoughts, beliefs, and self-reflection, contribute to self-perception. For example, individuals might assess their own abilities and personality traits through introspection. External factors, on the other hand, include feedback and evaluations received from others, social comparisons, cultural norms, and societal expectations. Both internal and external factors shape and influence self-perception.

• Self-Consistency and Cognitive Dissonance: Self-perception theory suggests that individuals strive for consistency between their attitudes, beliefs, and behaviors. When there is a mismatch between one's self-perception and their actions, cognitive dissonance arises, leading individuals to seek alignment. This can result in changes in self-perception or adjustments in behavior to restore consistency.
• Self-Esteem and Self-Perception: Self-perception and self-esteem are closely intertwined. Self-esteem refers to an individual's overall evaluation and subjective feelings of self-worth. Positive self-perception, where individuals perceive themselves favorably in various domains, tends to contribute to higher self-esteem. Conversely, negative self-perception can lead to lower self-esteem and negative self-evaluations.
• Contextual and Cultural Influences:  Cultural values, beliefs, and socialization practices shape how individuals perceive themselves and what aspects they prioritize in their self-perception.