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: Historically, it has been suggested that individuals in STEM fields may exhibit more autistic-like cognitive traits. This study provides data to verify if these differences are statistically significant in a university setting.

: High levels of autistic traits are often associated with challenges in cognitive flexibility (the ability to switch between tasks) and inhibitory control , regardless of a clinical diagnosis. 122161

This work is significant because it shifts the focus from a "medical model" of disability to a . It suggests that universities and workplaces should be designed to accommodate a broad spectrum of cognitive styles, recognizing that many "non-clinical" individuals may still struggle with traditional executive functioning demands. : Historically, it has been suggested that individuals

: A key focus is comparing students in Social Sciences versus those in Hard Sciences to see if certain cognitive profiles are more prevalent in specific academic fields. Key Findings and Arguments This work is significant because it shifts the

The research explores how —even in individuals without a clinical diagnosis—interact with executive functioning (EF) . Executive functioning refers to the cognitive processes that allow us to plan, focus attention, remember instructions, and juggle multiple tasks successfully. Core Themes & Research Questions

For a deeper dive into the specific statistical methodology used in this study, you can access the full paper through the Radboud University Repository .

Below is a detailed overview of the core arguments and findings typically discussed in essays regarding this research: