Difficulties forming and identifying abstract concepts and shifting to new conceptual categories have also been reported. Alcohol-exposed children make more errors and complete fewer categories compared to controls on the Wisconsin Card Sorting Test (WCST), a task that requires abstract reasoning and the ability to shift cognitive strategies in response to feedback (Carmichael Olson, Feldman, Streissguth, Sampson, & Bookstein, 1998; Coles et al., 1997; Kodituwakku, et al., 1995; McGee, Schonfeld, Roebuck-Spencer, Riley, & Mattson, 2008; Vaurio, Riley, & Mattson, 2008). In one study using the WCST, children with FAS tended to perform more poorly than exposed children without FAS (McGee, Schonfeld, et al., 2008), yet in another study, differences among groups of alcohol-exposed children—FAS, partial FAS, and ARND—were not significant (Chasnoff, et al., 2010). Similarly, in a study using the California Card Sorting Test of the Delis-Kaplan Executive Functioning System (D-KEFS), children with and without a diagnosis of FAS completed fewer sorts than control children and received fewer points for their description of their sorts (McGee, Schonfeld, et al., 2008). Not only were alcohol-exposed children less able to generate concepts
