Research on overselective attention in autistic children is reviewed from a critical perspective. The philosophical underpinnings of this body of experimental literature are made explicit, and some limitations of the approach are discussed. The information-processing paradigm of Hermelin and her colleagues is explored as an alternative conception. Methodological flaws and uncertainties in both groups of research are detailed, particularly the use of matching, imprecise definitions of autism, and reliance on the dubious construct of mental age. Suggestions for future research paradigms are offered. Finally, the current state of knowledge on overselective attention is detailed. A critical review of the literature indicates that overselective attention: (a) is not limited to autistic children, (b) may be only one of several developmental lags these children display, and (c) may or may not be strongly correlated with children's language abilities and general intellectual abilities. At present, there is no clear evidence that overselective attention is a productive way of analyzing children's learning in a natural setting when educationally relevant materials are presented to the child. Research to explore this type of situation is recommended.
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