Abstract

By means of the outcomes of some experimental studies, we can interpret that autistic students do not seem to use heuristics. Furthermore, their logical-mathematical thinking is more rigorous than the general students' thinking. Morsanyi, Handley and Evans (2009) have presented a research that questions this interpretation and they have explained that autistic students have difficulties in their contextualization of information processes. In this paper, I argue that the outcomes of the research presented by Morsanyi, Handley and Evans can be questioned. They do not demonstrate categorically that the problems of contextualización, and not their logical rigor, are the reason for which the autistic students do not use certain heuristic.