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Auteur Peter C. MUNDY |
Documents disponibles écrits par cet auteur (45)
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A parallel and distributed-processing model of joint attention, social cognition and autism / Peter C. MUNDY in Autism Research, 2-1 (February 2009)
[article]
Titre : A parallel and distributed-processing model of joint attention, social cognition and autism Type de document : Texte imprimé et/ou numérique Auteurs : Peter C. MUNDY, Auteur ; Lisa SULLIVAN, Auteur ; Ann M. MASTERGEORGE, Auteur Année de publication : 2009 Article en page(s) : p.2-21 Langues : Anglais (eng) Mots-clés : early-development neural-connectivity social-symptoms Index. décimale : PER Périodiques Résumé : The impaired development of joint attention is a cardinal feature of autism. Therefore, understanding the nature of joint attention is central to research on this disorder. Joint attention may be best defined in terms of an information-processing system that begins to develop by 4-6 months of age. This system integrates the parallel processing of internal information about one's own visual attention with external information about the visual attention of other people. This type of joint encoding of information about self and other attention requires the activation of a distributed anterior and posterior cortical attention network. Genetic regulation, in conjunction with self-organizing behavioral activity, guides the development of functional connectivity in this network. With practice in infancy the joint processing of self-other attention becomes automatically engaged as an executive function. It can be argued that this executive joint attention is fundamental to human learning as well as the development of symbolic thought, social cognition and social competence throughout the life span. One advantage of this parallel and distributed-processing model of joint attention is that it directly connects theory on social pathology to a range of phenomena in autism associated with neural connectivity, constructivist and connectionist models of cognitive development, early intervention, activity-dependent gene expression and atypical ocular motor control. En ligne : http://dx.doi.org/10.1002/aur.61 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=935
in Autism Research > 2-1 (February 2009) . - p.2-21[article] A parallel and distributed-processing model of joint attention, social cognition and autism [Texte imprimé et/ou numérique] / Peter C. MUNDY, Auteur ; Lisa SULLIVAN, Auteur ; Ann M. MASTERGEORGE, Auteur . - 2009 . - p.2-21.
Langues : Anglais (eng)
in Autism Research > 2-1 (February 2009) . - p.2-21
Mots-clés : early-development neural-connectivity social-symptoms Index. décimale : PER Périodiques Résumé : The impaired development of joint attention is a cardinal feature of autism. Therefore, understanding the nature of joint attention is central to research on this disorder. Joint attention may be best defined in terms of an information-processing system that begins to develop by 4-6 months of age. This system integrates the parallel processing of internal information about one's own visual attention with external information about the visual attention of other people. This type of joint encoding of information about self and other attention requires the activation of a distributed anterior and posterior cortical attention network. Genetic regulation, in conjunction with self-organizing behavioral activity, guides the development of functional connectivity in this network. With practice in infancy the joint processing of self-other attention becomes automatically engaged as an executive function. It can be argued that this executive joint attention is fundamental to human learning as well as the development of symbolic thought, social cognition and social competence throughout the life span. One advantage of this parallel and distributed-processing model of joint attention is that it directly connects theory on social pathology to a range of phenomena in autism associated with neural connectivity, constructivist and connectionist models of cognitive development, early intervention, activity-dependent gene expression and atypical ocular motor control. En ligne : http://dx.doi.org/10.1002/aur.61 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=935 Parents’ criticisms and attributions about their adult children with high functioning autism or schizophrenia / Stephanie WASSERMAN in Autism, 14-2 (March 2010)
[article]
Titre : Parents’ criticisms and attributions about their adult children with high functioning autism or schizophrenia Type de document : Texte imprimé et/ou numérique Auteurs : Stephanie WASSERMAN, Auteur ; Peter C. MUNDY, Auteur ; Amy WEISMAN DE MAMANI, Auteur Année de publication : 2010 Article en page(s) : p.127-137 Langues : Anglais (eng) Mots-clés : autism expressed-emotion criticism attributions schizophrenia Index. décimale : PER Périodiques Résumé : The current study examined the criticism component of expressed emotion (EE) and attributions in parents of adults diagnosed with schizophrenia/schizoaffective disorder (S/SA) or high functioning autism/Asperger’s. Consistent with study hypotheses, parents of adults diagnosed with autism/Asperger’s disorder exhibited lower levels of high EE-criticism than parents of adults diagnosed with S/SA. Moderate trends suggested that parents of adults diagnosed with autism/Asperger’s disorder tended to make less blameworthy attributions towards patients than did parents of adults diagnosed with S/SA. A content analysis of parents’ causal attributions was also conducted.The most common cause cited by both groups of parents was biological factors, suggesting that parents may be becoming more aware of scientific findings implicating biological factors, in conjunction with psychosocial factors, as a major cause of mental illness. En ligne : http://dx.doi.org/10.1177/1362361309354757 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101
in Autism > 14-2 (March 2010) . - p.127-137[article] Parents’ criticisms and attributions about their adult children with high functioning autism or schizophrenia [Texte imprimé et/ou numérique] / Stephanie WASSERMAN, Auteur ; Peter C. MUNDY, Auteur ; Amy WEISMAN DE MAMANI, Auteur . - 2010 . - p.127-137.
Langues : Anglais (eng)
in Autism > 14-2 (March 2010) . - p.127-137
Mots-clés : autism expressed-emotion criticism attributions schizophrenia Index. décimale : PER Périodiques Résumé : The current study examined the criticism component of expressed emotion (EE) and attributions in parents of adults diagnosed with schizophrenia/schizoaffective disorder (S/SA) or high functioning autism/Asperger’s. Consistent with study hypotheses, parents of adults diagnosed with autism/Asperger’s disorder exhibited lower levels of high EE-criticism than parents of adults diagnosed with S/SA. Moderate trends suggested that parents of adults diagnosed with autism/Asperger’s disorder tended to make less blameworthy attributions towards patients than did parents of adults diagnosed with S/SA. A content analysis of parents’ causal attributions was also conducted.The most common cause cited by both groups of parents was biological factors, suggesting that parents may be becoming more aware of scientific findings implicating biological factors, in conjunction with psychosocial factors, as a major cause of mental illness. En ligne : http://dx.doi.org/10.1177/1362361309354757 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=101 Patterns of math and reading achievement in children and adolescents with autism spectrum disorder / Jennifer C. BULLEN in Research in Autism Spectrum Disorders, 92 (April 2022)
[article]
Titre : Patterns of math and reading achievement in children and adolescents with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer C. BULLEN, Auteur ; Matthew ZAJIC, Auteur ; Nancy MCINTYRE, Auteur ; Emily SOLARI, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : 101933 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Academic achievement Hierarchical cluster analysis Math achievement Reading fluency Index. décimale : PER Périodiques Résumé : Background There has been an increase of autistic students without intellectual disabilities (autisticWoID) placed in general education settings (Hussar et al., 2020), but there is a lack of understanding of how to best support classroom learning for these children. Previous research has pointed to subgroups of autisticWoID children who display difficulty with mathematics and reading achievement (Chen et al., 2018; Estes et al., 2011; Jones et al., 2009; Wei et al., 2015). Research has primarily focused on symptomatology and communication factors related to learning in subgroups of autistic children. The current study sought to expand upon this research by assessing the validity of these previous studies and by investigating the specific contribution of domain-general cognitive abilities to differences in these subgroups. Method Seventy-eight autisticWoID individuals (M = 11.34 years, SD = 2.14) completed measures of mathematics and reading achievement, IQ, working memory, inferential thinking, and Theory of Mind (ToM). A hierarchical cluster analysis was performed on the math and reading measures. Results The analysis revealed two unique achievement groups: one group that performed lower than expected on math and reading achievement and a second group that performed higher than expected. Groups differed significantly on IQ and working memory and were distinguished by performance on reading fluency. Groups did not differ on ToM, inferential thinking, or symptomatology. Conclusion These findings describe a group of autisticWoID individuals that may be more likely to experience difficulty learning, which should be accounted for in general education settings. En ligne : https://doi.org/10.1016/j.rasd.2022.101933 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459
in Research in Autism Spectrum Disorders > 92 (April 2022) . - 101933[article] Patterns of math and reading achievement in children and adolescents with autism spectrum disorder [Texte imprimé et/ou numérique] / Jennifer C. BULLEN, Auteur ; Matthew ZAJIC, Auteur ; Nancy MCINTYRE, Auteur ; Emily SOLARI, Auteur ; Peter C. MUNDY, Auteur . - 101933.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 92 (April 2022) . - 101933
Mots-clés : Autism spectrum disorder Academic achievement Hierarchical cluster analysis Math achievement Reading fluency Index. décimale : PER Périodiques Résumé : Background There has been an increase of autistic students without intellectual disabilities (autisticWoID) placed in general education settings (Hussar et al., 2020), but there is a lack of understanding of how to best support classroom learning for these children. Previous research has pointed to subgroups of autisticWoID children who display difficulty with mathematics and reading achievement (Chen et al., 2018; Estes et al., 2011; Jones et al., 2009; Wei et al., 2015). Research has primarily focused on symptomatology and communication factors related to learning in subgroups of autistic children. The current study sought to expand upon this research by assessing the validity of these previous studies and by investigating the specific contribution of domain-general cognitive abilities to differences in these subgroups. Method Seventy-eight autisticWoID individuals (M = 11.34 years, SD = 2.14) completed measures of mathematics and reading achievement, IQ, working memory, inferential thinking, and Theory of Mind (ToM). A hierarchical cluster analysis was performed on the math and reading measures. Results The analysis revealed two unique achievement groups: one group that performed lower than expected on math and reading achievement and a second group that performed higher than expected. Groups differed significantly on IQ and working memory and were distinguished by performance on reading fluency. Groups did not differ on ToM, inferential thinking, or symptomatology. Conclusion These findings describe a group of autisticWoID individuals that may be more likely to experience difficulty learning, which should be accounted for in general education settings. En ligne : https://doi.org/10.1016/j.rasd.2022.101933 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=459 Profiles and Correlates of Parent-Child Agreement on Social Anxiety Symptoms in Youth with Autism Spectrum Disorder / Catherine A. BURROWS in Journal of Autism and Developmental Disorders, 48-6 (June 2018)
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Titre : Profiles and Correlates of Parent-Child Agreement on Social Anxiety Symptoms in Youth with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Catherine A. BURROWS, Auteur ; L. V. USHER, Auteur ; E. M. BECKER-HAIMES, Auteur ; C. M. MCMAHON, Auteur ; Peter C. MUNDY, Auteur ; A. JENSEN-DOSS, Auteur ; Heather A. HENDERSON, Auteur Article en page(s) : p.2023-2037 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Informant discrepancies Measurement Social anxiety Index. décimale : PER Périodiques Résumé : This study characterized patterns and correlates of parent-youth agreement on social anxiety in youth with and without autism spectrum disorder (ASD). Participants (279 verbally-fluent youth aged 8-16 years, NASD = 144, NTD = 135) completed the SASC-R. Youth with ASD exhibited higher social anxiety across informants. While TD youth endorsed higher anxiety than did parents, self- and parent-reports did not differ in youth with ASD. For children with ASD, higher parent-youth agreement was associated with lower lifetime ASD symptoms and higher adaptive skills. For TD youth, agreement on high anxiety was associated with lowest adaptive skills. Demographic factors (age, verbal IQ, gender) did not relate to agreement for either group. In ASD, parent-child agreement on youth anxiety, either high or low, was associated with better outcomes. En ligne : http://dx.doi.org/10.1007/s10803-018-3461-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=361
in Journal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.2023-2037[article] Profiles and Correlates of Parent-Child Agreement on Social Anxiety Symptoms in Youth with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Catherine A. BURROWS, Auteur ; L. V. USHER, Auteur ; E. M. BECKER-HAIMES, Auteur ; C. M. MCMAHON, Auteur ; Peter C. MUNDY, Auteur ; A. JENSEN-DOSS, Auteur ; Heather A. HENDERSON, Auteur . - p.2023-2037.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.2023-2037
Mots-clés : Autism spectrum disorder Informant discrepancies Measurement Social anxiety Index. décimale : PER Périodiques Résumé : This study characterized patterns and correlates of parent-youth agreement on social anxiety in youth with and without autism spectrum disorder (ASD). Participants (279 verbally-fluent youth aged 8-16 years, NASD = 144, NTD = 135) completed the SASC-R. Youth with ASD exhibited higher social anxiety across informants. While TD youth endorsed higher anxiety than did parents, self- and parent-reports did not differ in youth with ASD. For children with ASD, higher parent-youth agreement was associated with lower lifetime ASD symptoms and higher adaptive skills. For TD youth, agreement on high anxiety was associated with lowest adaptive skills. Demographic factors (age, verbal IQ, gender) did not relate to agreement for either group. In ASD, parent-child agreement on youth anxiety, either high or low, was associated with better outcomes. En ligne : http://dx.doi.org/10.1007/s10803-018-3461-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=361 Self-referenced memory, social cognition, and symptom presentation in autism / Heather A. HENDERSON in Journal of Child Psychology and Psychiatry, 50-7 (July 2009)
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Titre : Self-referenced memory, social cognition, and symptom presentation in autism Type de document : Texte imprimé et/ou numérique Auteurs : Heather A. HENDERSON, Auteur ; Peter C. MUNDY, Auteur ; Nicole KOJKOWSKI, Auteur ; Caley B. SCHWARTZ, Auteur ; Anne Pradella INGE, Auteur ; Nicole E. ZAHKA, Auteur ; Drew C. COMAN, Auteur ; Camilla M. HILEMAN, Auteur Année de publication : 2009 Article en page(s) : p.853-861 Langues : Anglais (eng) Mots-clés : Autistic-disorder self-referenced-memory social-cognition social-symptoms Index. décimale : PER Périodiques Résumé : Background: We examined performance on a self-referenced memory (SRM) task for higher-functioning children with autism (HFA) and a matched comparison group. SRM performance was examined in relation to symptom severity and social cognitive tests of mentalizing.
Method: Sixty-two children (31 HFA, 31 comparison; 8–16 years) completed a SRM task in which they read a list of words and decided whether the word described something about them, something about Harry Potter, or contained a certain number of letters. They then identified words that were familiar from a longer list. Dependent measures were memory performance (d') in each of the three encoding conditions as well as a self-memory bias score (d' self–d' other). Children completed The Strange Stories Task and The Children's Eyes Test as measures of social cognition. Parents completed the SCQ and ASSQ as measures of symptom severity.
Results: Children in the comparison sample showed the standard SRM effect in which they recognized significantly more self-referenced words relative to words in the other-referenced and letter conditions. In contrast, HFA children showed comparable rates of recognition for self- and other-referenced words. For all children, SRM performance improved with age and enhanced SRM performance was related to lower levels of social problems. These associations were not accounted for by performance on the mentalizing tasks.
Conclusions: Children with HFA did not show the standard enhanced processing of self- vs. other-relevant information. Individual differences in the tendency to preferentially process self-relevant information may be associated with social cognitive processes that serve to modify the expression of social symptoms in children with autism.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02059.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771
in Journal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.853-861[article] Self-referenced memory, social cognition, and symptom presentation in autism [Texte imprimé et/ou numérique] / Heather A. HENDERSON, Auteur ; Peter C. MUNDY, Auteur ; Nicole KOJKOWSKI, Auteur ; Caley B. SCHWARTZ, Auteur ; Anne Pradella INGE, Auteur ; Nicole E. ZAHKA, Auteur ; Drew C. COMAN, Auteur ; Camilla M. HILEMAN, Auteur . - 2009 . - p.853-861.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.853-861
Mots-clés : Autistic-disorder self-referenced-memory social-cognition social-symptoms Index. décimale : PER Périodiques Résumé : Background: We examined performance on a self-referenced memory (SRM) task for higher-functioning children with autism (HFA) and a matched comparison group. SRM performance was examined in relation to symptom severity and social cognitive tests of mentalizing.
Method: Sixty-two children (31 HFA, 31 comparison; 8–16 years) completed a SRM task in which they read a list of words and decided whether the word described something about them, something about Harry Potter, or contained a certain number of letters. They then identified words that were familiar from a longer list. Dependent measures were memory performance (d') in each of the three encoding conditions as well as a self-memory bias score (d' self–d' other). Children completed The Strange Stories Task and The Children's Eyes Test as measures of social cognition. Parents completed the SCQ and ASSQ as measures of symptom severity.
Results: Children in the comparison sample showed the standard SRM effect in which they recognized significantly more self-referenced words relative to words in the other-referenced and letter conditions. In contrast, HFA children showed comparable rates of recognition for self- and other-referenced words. For all children, SRM performance improved with age and enhanced SRM performance was related to lower levels of social problems. These associations were not accounted for by performance on the mentalizing tasks.
Conclusions: Children with HFA did not show the standard enhanced processing of self- vs. other-relevant information. Individual differences in the tendency to preferentially process self-relevant information may be associated with social cognitive processes that serve to modify the expression of social symptoms in children with autism.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02059.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771 Self-referenced processing, neurodevelopment and joint attention in autism / Peter C. MUNDY in Autism, 14-5 (September 2010)
PermalinkSocial Attention in a Virtual Public Speaking Task in Higher Functioning Children With Autism / William JARROLD in Autism Research, 6-5 (October 2013)
PermalinkSocial cognition and Reading comprehension in children and adolescents with autism spectrum disorders or typical development / Nancy S. MCINTYRE in Research in Autism Spectrum Disorders, 54 (October 2018)
PermalinkSupporting the Spectrum Hypothesis: Self-Reported Temperament in Children and Adolescents with High Functioning Autism / Catherine A. BURROWS in Journal of Autism and Developmental Disorders, 46-4 (April 2016)
PermalinkTask engagement during narrative writing in school-age children with autism spectrum disorder compared to peers with and without attentional difficulties / Matthew ZAJIC in Research in Autism Spectrum Disorders, 76 (August 2020)
PermalinkTemperament as a Predictor of Symptomotology and Adaptive Functioning in Adolescents with High-Functioning Autism / Caley B. SCHWARTZ in Journal of Autism and Developmental Disorders, 39-6 (June 2009)
PermalinkThe Costs and Benefits of Self-monitoring for Higher Functioning Children and Adolescents with Autism / Heather A. HENDERSON in Journal of Autism and Developmental Disorders, 45-2 (February 2015)
PermalinkThe Neural Basis of Early Joint Attention Behavior / Peter C. MUNDY
PermalinkThe relation between text reading fluency and reading comprehension for students with autism spectrum disorders / Emily J. SOLARI in Research in Autism Spectrum Disorders, 41-42 (September 2017)
PermalinkThe salience of the self: Self-referential processing and internalizing problems in children and adolescents with autism spectrum disorder / Catherine A. BURROWS in Autism Research, 10-5 (May 2017)
PermalinkThe Scope and Nature of Reading Comprehension Impairments in School-Aged Children with Higher-Functioning Autism Spectrum Disorder / Nancy S. MCINTYRE in Journal of Autism and Developmental Disorders, 47-9 (September 2017)
PermalinkThe Social Behavior of Autism: A Parallel and Distributed Information Processing Perspective / Peter C. MUNDY
PermalinkThe Stability of Self-Reported Anxiety in Youth with Autism Versus ADHD or Typical Development / H. SCHILTZ in Journal of Autism and Developmental Disorders, 47-12 (December 2017)
PermalinkUsing the NIH Toolbox to Assess Cognition in Adolescents and Young Adults with Autism Spectrum Disorders / Marjorie SOLOMON in Autism Research, 14-3 (March 2021)
PermalinkA Virtual Joy-Stick Study of Emotional Responses and Social Motivation in Children with Autism Spectrum Disorder / Kwanguk KIM in Journal of Autism and Developmental Disorders, 45-12 (December 2015)
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