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Auteur Jill BOUCHER |
Documents disponibles écrits par cet auteur (25)
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Memory, language and intellectual ability in low-functioning autism / Jill BOUCHER
Titre : Memory, language and intellectual ability in low-functioning autism Type de document : Texte imprimé et/ou numérique Auteurs : Jill BOUCHER, Auteur ; Andrew MAYES, Auteur ; Sally BIGHAM, Auteur Année de publication : 2008 Importance : p.268-290 Langues : Anglais (eng) Mots-clés : Compétence intellectuelle Index. décimale : SCI-F SCI-F - Psychologie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=676 Memory, language and intellectual ability in low-functioning autism [Texte imprimé et/ou numérique] / Jill BOUCHER, Auteur ; Andrew MAYES, Auteur ; Sally BIGHAM, Auteur . - 2008 . - p.268-290.
Langues : Anglais (eng)
Mots-clés : Compétence intellectuelle Index. décimale : SCI-F SCI-F - Psychologie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=676 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire Memory, learning and language in autism spectrum disorder / Jill BOUCHER in Autism & Developmental Language Impairments, 3 (January-December 2018)
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Titre : Memory, learning and language in autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jill BOUCHER, Auteur ; Sophie ANNS, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsThe ?dual-systems? model of language acquisition has been used by Ullman et al. to explain patterns of strength and weakness in the language of higher-functioning people with autism spectrum disorder. Specifically, intact declarative/explicit learning is argued to compensate for a deficit in non-declarative/implicit procedural learning, constituting an example of the so-called see-saw effect. Ullman and Pullman extended their argument concerning a see-saw effect on language in autism spectrum disorder to cover other perceived anomalies of behaviour, including impaired acquisition of social skills. The aim of this paper is to present a critique of Ullman et al.?s claims and to propose an alternative model of links between memory systems and language in autism spectrum disorder.Main contributionWe argue that a four-system model of learning, in which intact semantic and procedural memory are used to compensate for weaknesses in episodic memory and perceptual learning, can better explain patterns of language ability across the autistic spectrum. We also argue that attempts to generalise the ?impaired implicit learning/spared declarative learning? theory to other behaviours in autism spectrum disorder are unsustainable.ConclusionsClinically significant language impairments in autism spectrum disorder are under-researched, despite their impact on everyday functioning and quality of life. The relative paucity of research findings in this area lays it open to speculative interpretation which may be misleading.ImplicationsMore research is needed into links between memory/learning systems and language impairments across the spectrum. Improved understanding should inform therapeutic intervention and contribute to investigation of the causes of language impairment in autism spectrum disorder with potential implications for prevention. En ligne : https://doi.org/10.1177/2396941517742078 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387
in Autism & Developmental Language Impairments > 3 (January-December 2018)[article] Memory, learning and language in autism spectrum disorder [Texte imprimé et/ou numérique] / Jill BOUCHER, Auteur ; Sophie ANNS, Auteur.
Langues : Anglais (eng)
in Autism & Developmental Language Impairments > 3 (January-December 2018)
Index. décimale : PER Périodiques Résumé : Background and aimsThe ?dual-systems? model of language acquisition has been used by Ullman et al. to explain patterns of strength and weakness in the language of higher-functioning people with autism spectrum disorder. Specifically, intact declarative/explicit learning is argued to compensate for a deficit in non-declarative/implicit procedural learning, constituting an example of the so-called see-saw effect. Ullman and Pullman extended their argument concerning a see-saw effect on language in autism spectrum disorder to cover other perceived anomalies of behaviour, including impaired acquisition of social skills. The aim of this paper is to present a critique of Ullman et al.?s claims and to propose an alternative model of links between memory systems and language in autism spectrum disorder.Main contributionWe argue that a four-system model of learning, in which intact semantic and procedural memory are used to compensate for weaknesses in episodic memory and perceptual learning, can better explain patterns of language ability across the autistic spectrum. We also argue that attempts to generalise the ?impaired implicit learning/spared declarative learning? theory to other behaviours in autism spectrum disorder are unsustainable.ConclusionsClinically significant language impairments in autism spectrum disorder are under-researched, despite their impact on everyday functioning and quality of life. The relative paucity of research findings in this area lays it open to speculative interpretation which may be misleading.ImplicationsMore research is needed into links between memory/learning systems and language impairments across the spectrum. Improved understanding should inform therapeutic intervention and contribute to investigation of the causes of language impairment in autism spectrum disorder with potential implications for prevention. En ligne : https://doi.org/10.1177/2396941517742078 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=387 Putting theory of mind in its place: psychological explanations of the socio-emotional-communicative impairments in autistic spectrum disorder / Jill BOUCHER in Autism, 16-3 (May 2012)
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Titre : Putting theory of mind in its place: psychological explanations of the socio-emotional-communicative impairments in autistic spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jill BOUCHER, Auteur Année de publication : 2012 Article en page(s) : p.226-246 Langues : Anglais (eng) Mots-clés : theory of mind mindreading metarepresentation mentalizingsimulation relational/complex reasoning executive function metacognition triadic interaction dyadic interaction Index. décimale : PER Périodiques Résumé : In this review, the history of the theory of mind (ToM) theory of autistic spectrum disorder (ASD) is outlined (in which ToM is indexed by success on false belief tasks), and the explanatory power and psychological causes of impaired ToM in ASD are critically discussed. It is concluded that impaired ToM by itself has only limited explanatory power, but that explorations of the psychological precursors of impaired ToM have been fruitful in increasing understanding of mindreading impairments in ASD (where ‘mindreading’ refers those abilities that underlie triadic interaction as well as ToM). It is argued that early explanations of impaired mindreading are untenable for various reasons, but that impairments of dyadic interaction in ASD that could lead to impaired ability to represent others’ mental states may be the critical psychological cause, or causes, of impaired ToM. The complexity of causal routes to impaired ToM is emphasized. En ligne : http://dx.doi.org/10.1177/1362361311430403 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166
in Autism > 16-3 (May 2012) . - p.226-246[article] Putting theory of mind in its place: psychological explanations of the socio-emotional-communicative impairments in autistic spectrum disorder [Texte imprimé et/ou numérique] / Jill BOUCHER, Auteur . - 2012 . - p.226-246.
Langues : Anglais (eng)
in Autism > 16-3 (May 2012) . - p.226-246
Mots-clés : theory of mind mindreading metarepresentation mentalizingsimulation relational/complex reasoning executive function metacognition triadic interaction dyadic interaction Index. décimale : PER Périodiques Résumé : In this review, the history of the theory of mind (ToM) theory of autistic spectrum disorder (ASD) is outlined (in which ToM is indexed by success on false belief tasks), and the explanatory power and psychological causes of impaired ToM in ASD are critically discussed. It is concluded that impaired ToM by itself has only limited explanatory power, but that explorations of the psychological precursors of impaired ToM have been fruitful in increasing understanding of mindreading impairments in ASD (where ‘mindreading’ refers those abilities that underlie triadic interaction as well as ToM). It is argued that early explanations of impaired mindreading are untenable for various reasons, but that impairments of dyadic interaction in ASD that could lead to impaired ability to represent others’ mental states may be the critical psychological cause, or causes, of impaired ToM. The complexity of causal routes to impaired ToM is emphasized. En ligne : http://dx.doi.org/10.1177/1362361311430403 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=166
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Titre : A quantitative measure of JS’s memory Type de document : Texte imprimé et/ou numérique Auteurs : Dorit BEN SHALOM, Auteur ; Yifat FARAN, Auteur ; Jill BOUCHER, Auteur Année de publication : 2010 Article en page(s) : p.619-628 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : JS is a highly able, well-educated 37 year old man with Asperger syndrome. A recent qualitative paper (Boucher, 2007) described his self-report of verbal and visual memory difficulties. The present paper used the WMS-III to compare the memory profile of JS to that of the adults with HFA in the Williams et al. (2005) WMS-III paper. Results show that JS’s self-report of his memory difficulties can by and large be supported, that JS’s memory performance is at the lower end of the group examined in the Williams et al. (2005) paper, and that, unlike the group profile in Williams et al. (2005), JS shows reduced performance on both verbal and visual measures of memory. A qualitative analysis of JS’s performance raises the possibility that JS is using language to retain details he can generalize over, as a compensatory strategy for some reductions in episodic memory. En ligne : http://dx.doi.org/10.1177/1362361310373704 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114
in Autism > 14-6 (November 2010) . - p.619-628[article] A quantitative measure of JS’s memory [Texte imprimé et/ou numérique] / Dorit BEN SHALOM, Auteur ; Yifat FARAN, Auteur ; Jill BOUCHER, Auteur . - 2010 . - p.619-628.
Langues : Anglais (eng)
in Autism > 14-6 (November 2010) . - p.619-628
Index. décimale : PER Périodiques Résumé : JS is a highly able, well-educated 37 year old man with Asperger syndrome. A recent qualitative paper (Boucher, 2007) described his self-report of verbal and visual memory difficulties. The present paper used the WMS-III to compare the memory profile of JS to that of the adults with HFA in the Williams et al. (2005) WMS-III paper. Results show that JS’s self-report of his memory difficulties can by and large be supported, that JS’s memory performance is at the lower end of the group examined in the Williams et al. (2005) paper, and that, unlike the group profile in Williams et al. (2005), JS shows reduced performance on both verbal and visual measures of memory. A qualitative analysis of JS’s performance raises the possibility that JS is using language to retain details he can generalize over, as a compensatory strategy for some reductions in episodic memory. En ligne : http://dx.doi.org/10.1177/1362361310373704 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=114 Recognition and Language in Low Functioning Autism / Jill BOUCHER in Journal of Autism and Developmental Disorders, 38-7 (August 2008)
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Titre : Recognition and Language in Low Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Jill BOUCHER, Auteur ; Sally BIGHAM, Auteur ; Andrew MAYES, Auteur ; Tom MUSKETT, Auteur Année de publication : 2008 Article en page(s) : p.1259-1269 Langues : Anglais (eng) Mots-clés : Autism Language Memory Index. décimale : PER Périodiques Résumé : The hypothesis that a pervasive impairment of declarative memory contributes to language impairment in low functioning autism (LFA) was tested. Participants with LFA, high functioning autism (HFA), intellectual disability (ID) without autism, and typical development (TD) were given two recognition tests and four tests of lexical understanding. It was predicted that recognition would be impaired in the LFA group relative to the HFA and TD groups but not the ID group, and that recognition would correlate with lexical knowledge in the LFA group but none of the other groups. These predictions were supported except that the HFA group performed more similarly to the LFA group than expected, a finding interpreted in terms of selectively impaired episodic memory. En ligne : http://dx.doi.org/10.1007/s10803-007-0508-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536
in Journal of Autism and Developmental Disorders > 38-7 (August 2008) . - p.1259-1269[article] Recognition and Language in Low Functioning Autism [Texte imprimé et/ou numérique] / Jill BOUCHER, Auteur ; Sally BIGHAM, Auteur ; Andrew MAYES, Auteur ; Tom MUSKETT, Auteur . - 2008 . - p.1259-1269.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 38-7 (August 2008) . - p.1259-1269
Mots-clés : Autism Language Memory Index. décimale : PER Périodiques Résumé : The hypothesis that a pervasive impairment of declarative memory contributes to language impairment in low functioning autism (LFA) was tested. Participants with LFA, high functioning autism (HFA), intellectual disability (ID) without autism, and typical development (TD) were given two recognition tests and four tests of lexical understanding. It was predicted that recognition would be impaired in the LFA group relative to the HFA and TD groups but not the ID group, and that recognition would correlate with lexical knowledge in the LFA group but none of the other groups. These predictions were supported except that the HFA group performed more similarly to the LFA group than expected, a finding interpreted in terms of selectively impaired episodic memory. En ligne : http://dx.doi.org/10.1007/s10803-007-0508-8 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=536 Redefining the Concept of Autism as a Unitary Disorder: Multiple Causal Deficits of a Single Kind? / Jill BOUCHER
PermalinkResearch Review: Structural language in autistic spectrum disorder – characteristics and causes / Jill BOUCHER in Journal of Child Psychology and Psychiatry, 53-3 (March 2012)
PermalinkTemporal Cognition in Children with Autistic Spectrum Disorders: Tests of Diachronic Thinking / Jill BOUCHER in Journal of Autism and Developmental Disorders, 37-8 (September 2007)
PermalinkTime-Based and Event-Based Prospective Memory in Autism Spectrum Disorder: The Roles of Executive Function and Theory of Mind, and Time-Estimation / David WILLIAMS in Journal of Autism and Developmental Disorders, 43-7 (July 2013)
PermalinkTroubles du langage / Jill BOUCHER in Bulletin Scientifique de l'arapi (Le), 21 (Printemps 2008)
PermalinkUsing Tests of False Belief with Children with Autism: How Valid and Reliable are they? / Cathy M. GRANT in Autism, 5-2 (June 2001)
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