314 recherche sur le mot-clé 'Memory'

Linking the Puzzle Pieces of the Past: A Study of Relational Memory in Children with Autism Spectrum Disorder / Rasmine L.H. MOGENSEN in Autism Research, 13-11 (November 2020)  

Public ISBD [article]  inAutism Research > 13-11 (November 2020) . - p.1959-1969 Titre : Linking the Puzzle Pieces of the Past: A Study of Relational Memory in Children with Autism Spectrum Disorder Type de document : texte imprimé Auteurs : Rasmine L.H. MOGENSEN, Auteur ; Maja B. HEDEGAARD, Auteur ; Ludvig R. OLSEN, Auteur ; Line GEBAUER, Auteur Article en page(s) : p.1959-1969 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  executive functions  memory  memory binding  perceptual style  relational memory Index. décimale : PER Périodiques Résumé : Our memories are made of detailed sensory information representing the puzzle pieces of our personal past. The type of memory integrating sensory features is referred to as relational memory. The main objective of this study was to investigate whether relational memory is affected in children with autism spectrum disorder (ASD) since altered relational memory may contribute to atypical episodic memory observed in ASD. We also examined the association between perceptual style and relational memory abilities. Children with ASD (n = 14) and typically developed (TD) children (n = 16, 9-15 years old) completed a memory task with three conditions: two single-feature conditions measuring memory for objects and locations, and one relational memory condition measuring memory for objects and their locations combined. The Children's embedded figures test was administered to measure perceptual style. The ASD group selected more incorrect stimuli (false alarms) than the TD group, resulting in a lower proportion of correctly recognized targets across all memory conditions. The ASD group did not display a more local perceptual style than the TD group. However, perceptual style was associated with improved memory abilities across conditions. Our findings indicate that the overall memory performance of children with ASD is less stable, leading them to more incorrect responses than TD children. This may be due to the executive demands of the memory tasks, rather than specific impairments in memory binding. Autism Res 2020, 13: 1959-1969. © 2020 International Society for Autism Research and Wiley Periodicals LLC LAY SUMMARY: The present study shows that children with autism have a less stable memory than typically developed children, which is reflected in a higher amount of incorrect memory responses. Overall, our results indicate that children with autism display difficulties in differentiating previously studied from novel information when solving both single-feature memory tasks and a relational memory task (requiring memory of combination of features). These difficulties may have implications for how children with autism remember episodes from their personal past. En ligne : http://dx.doi.org/10.1002/aur.2379 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433 [article] Linking the Puzzle Pieces of the Past: A Study of Relational Memory in Children with Autism Spectrum Disorder [texte imprimé] / Rasmine L.H. MOGENSEN, Auteur ; Maja B. HEDEGAARD, Auteur ; Ludvig R. OLSEN, Auteur ; Line GEBAUER, Auteur . - p.1959-1969. Langues : Anglais (eng) in Autism Research > 13-11 (November 2020) . - p.1959-1969 Mots-clés : autism spectrum disorder  executive functions  memory  memory binding  perceptual style  relational memory Index. décimale : PER Périodiques Résumé : Our memories are made of detailed sensory information representing the puzzle pieces of our personal past. The type of memory integrating sensory features is referred to as relational memory. The main objective of this study was to investigate whether relational memory is affected in children with autism spectrum disorder (ASD) since altered relational memory may contribute to atypical episodic memory observed in ASD. We also examined the association between perceptual style and relational memory abilities. Children with ASD (n = 14) and typically developed (TD) children (n = 16, 9-15 years old) completed a memory task with three conditions: two single-feature conditions measuring memory for objects and locations, and one relational memory condition measuring memory for objects and their locations combined. The Children's embedded figures test was administered to measure perceptual style. The ASD group selected more incorrect stimuli (false alarms) than the TD group, resulting in a lower proportion of correctly recognized targets across all memory conditions. The ASD group did not display a more local perceptual style than the TD group. However, perceptual style was associated with improved memory abilities across conditions. Our findings indicate that the overall memory performance of children with ASD is less stable, leading them to more incorrect responses than TD children. This may be due to the executive demands of the memory tasks, rather than specific impairments in memory binding. Autism Res 2020, 13: 1959-1969. © 2020 International Society for Autism Research and Wiley Periodicals LLC LAY SUMMARY: The present study shows that children with autism have a less stable memory than typically developed children, which is reflected in a higher amount of incorrect memory responses. Overall, our results indicate that children with autism display difficulties in differentiating previously studied from novel information when solving both single-feature memory tasks and a relational memory task (requiring memory of combination of features). These difficulties may have implications for how children with autism remember episodes from their personal past. En ligne : http://dx.doi.org/10.1002/aur.2379 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433

Long-term memory in older children/adolescents and adults with autism spectrum disorder / Nancy J. MINSHEW ; Gerald GOLDSTEIN ; Carla A. MAZEFSKY in Autism Research, 10-9 (September 2017)  

Public ISBD [article]  inAutism Research > 10-9 (September 2017) . - p.1523-1532 Titre : Long-term memory in older children/adolescents and adults with autism spectrum disorder Type de document : texte imprimé Auteurs : Nancy J. MINSHEW, Auteur ; Gerald GOLDSTEIN, Auteur ; Carla A. MAZEFSKY, Auteur Article en page(s) : p.1523-1532 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  memory  long-term memory  episodic memory  narrative  memory development Index. décimale : PER Périodiques Résumé : This study extends prior memory reports in autism spectrum disorders (ASD) by investigating memory for narratives after longer recall periods and by examining developmental aspects of narrative memory using a cross-sectional design. Forty-seven older children/adolescents with ASD and 31 youth with typical development (TD) and 39 adults with ASD and 45 TD adults were compared on memory for stories from standardized measures appropriate for each age group at three intervals (immediate, 30 min, and 2 day). Both the youth with and without ASD had difficulty with memory for story details with increasing time intervals. More of the youths with ASD performed in the range of impairment when recalling the stories 2 days later as compared to the TD group. The adults with ASD had more difficulty on memory for story details with increasing delay and were poorer at recall of thematic information (needed to create a gist) across the three delay conditions as compared to the TD group. Analyses of the individual results suggested that memory for details of most of the adults with ASD was not impaired when applying a clinical standard; however, a significant percentage of the adults with ASD did not make use of thematic information to organize the narrative information, which would have helped them to remember the stories. The youth with and without ASD performed similarly when both were at a stage of development when memory for details is the primary strategy. The adults with ASD had difficulty with use organizational strategies to support episodic memory. En ligne : http://dx.doi.org/10.1002/aur.1801 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=320 [article] Long-term memory in older children/adolescents and adults with autism spectrum disorder [texte imprimé] / Nancy J. MINSHEW, Auteur ; Gerald GOLDSTEIN, Auteur ; Carla A. MAZEFSKY, Auteur . - p.1523-1532. Langues : Anglais (eng) in Autism Research > 10-9 (September 2017) . - p.1523-1532 Mots-clés : autism spectrum disorder  memory  long-term memory  episodic memory  narrative  memory development Index. décimale : PER Périodiques Résumé : This study extends prior memory reports in autism spectrum disorders (ASD) by investigating memory for narratives after longer recall periods and by examining developmental aspects of narrative memory using a cross-sectional design. Forty-seven older children/adolescents with ASD and 31 youth with typical development (TD) and 39 adults with ASD and 45 TD adults were compared on memory for stories from standardized measures appropriate for each age group at three intervals (immediate, 30 min, and 2 day). Both the youth with and without ASD had difficulty with memory for story details with increasing time intervals. More of the youths with ASD performed in the range of impairment when recalling the stories 2 days later as compared to the TD group. The adults with ASD had more difficulty on memory for story details with increasing delay and were poorer at recall of thematic information (needed to create a gist) across the three delay conditions as compared to the TD group. Analyses of the individual results suggested that memory for details of most of the adults with ASD was not impaired when applying a clinical standard; however, a significant percentage of the adults with ASD did not make use of thematic information to organize the narrative information, which would have helped them to remember the stories. The youth with and without ASD performed similarly when both were at a stage of development when memory for details is the primary strategy. The adults with ASD had difficulty with use organizational strategies to support episodic memory. En ligne : http://dx.doi.org/10.1002/aur.1801 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=320

Aberrant oscillatory activity in neurofibromatosis type 1: an EEG study of resting state and working memory / Samantha J. BOOTH in Journal of Neurodevelopmental Disorders, 15 (2023)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 15 (2023) Titre : Aberrant oscillatory activity in neurofibromatosis type 1: an EEG study of resting state and working memory Type de document : texte imprimé Auteurs : Samantha J. BOOTH, Auteur ; Shruti GARG, Auteur ; Laura J.E. BROWN, Auteur ; Jonathan GREEN, Auteur ; Gorana POBRIC, Auteur ; Jason R. TAYLOR, Auteur Langues : Anglais (eng) Mots-clés : Adolescent  Female  Humans  Cognition  Cognitive Dysfunction/etiology  Electroencephalography  Memory, Short-Term  Neurofibromatosis 1/complications  Male  Electroencephalography (EEG)  Neurofibromatosis type 1 (NF1)  Oscillations  Oscillatory power  Phase coherence  Working memory Index. décimale : PER Périodiques Résumé : BACKGROUND: Neurofibromatosis type 1 (NF1) is a genetic neurodevelopmental disorder commonly associated with impaired cognitive function. Despite the well-explored functional roles of neural oscillations in neurotypical populations, only a limited number of studies have investigated oscillatory activity in the NF1 population. METHODS: We compared oscillatory spectral power and theta phase coherence in a paediatric sample with NF1 (N = 16; mean age: 13.03 years; female: n = 7) to an age/sex-matched typically developing control group (N = 16; mean age: 13.34 years; female: n = 7) using electroencephalography measured during rest and during working memory task performance. RESULTS: Relative to typically developing children, the NF1 group displayed higher resting state slow wave power and a lower peak alpha frequency. Moreover, higher theta power and frontoparietal theta phase coherence were observed in the NF1 group during working memory task performance, but these differences disappeared when controlling for baseline (resting state) activity. CONCLUSIONS: Overall, results suggest that NF1 is characterised by aberrant resting state oscillatory activity that may contribute towards the cognitive impairments experienced in this population. TRIAL REGISTRATION: ClinicalTrials.gov, NCT03310996 (first posted: October 16, 2017). En ligne : https://dx.doi.org/10.1186/s11689-023-09492-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=575 [article] Aberrant oscillatory activity in neurofibromatosis type 1: an EEG study of resting state and working memory [texte imprimé] / Samantha J. BOOTH, Auteur ; Shruti GARG, Auteur ; Laura J.E. BROWN, Auteur ; Jonathan GREEN, Auteur ; Gorana POBRIC, Auteur ; Jason R. TAYLOR, Auteur. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 15 (2023) Mots-clés : Adolescent  Female  Humans  Cognition  Cognitive Dysfunction/etiology  Electroencephalography  Memory, Short-Term  Neurofibromatosis 1/complications  Male  Electroencephalography (EEG)  Neurofibromatosis type 1 (NF1)  Oscillations  Oscillatory power  Phase coherence  Working memory Index. décimale : PER Périodiques Résumé : BACKGROUND: Neurofibromatosis type 1 (NF1) is a genetic neurodevelopmental disorder commonly associated with impaired cognitive function. Despite the well-explored functional roles of neural oscillations in neurotypical populations, only a limited number of studies have investigated oscillatory activity in the NF1 population. METHODS: We compared oscillatory spectral power and theta phase coherence in a paediatric sample with NF1 (N = 16; mean age: 13.03 years; female: n = 7) to an age/sex-matched typically developing control group (N = 16; mean age: 13.34 years; female: n = 7) using electroencephalography measured during rest and during working memory task performance. RESULTS: Relative to typically developing children, the NF1 group displayed higher resting state slow wave power and a lower peak alpha frequency. Moreover, higher theta power and frontoparietal theta phase coherence were observed in the NF1 group during working memory task performance, but these differences disappeared when controlling for baseline (resting state) activity. CONCLUSIONS: Overall, results suggest that NF1 is characterised by aberrant resting state oscillatory activity that may contribute towards the cognitive impairments experienced in this population. TRIAL REGISTRATION: ClinicalTrials.gov, NCT03310996 (first posted: October 16, 2017). En ligne : https://dx.doi.org/10.1186/s11689-023-09492-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=575

Academic learning challenges and links to vocational outcomes in young autistic adults / Diego ARAGON-GUEVARA ; Goldie A. MCQUAID ; Gregory L. WALLACE ; Nancy R. LEE in Autism, 28-12 (December 2024)  

Public ISBD [article]  inAutism > 28-12 (December 2024) . - p.3143-3155 Titre : Academic learning challenges and links to vocational outcomes in young autistic adults Type de document : texte imprimé Auteurs : Diego ARAGON-GUEVARA, Auteur ; Goldie A. MCQUAID, Auteur ; Gregory L. WALLACE, Auteur ; Nancy R. LEE, Auteur Article en page(s) : p.3143-3155 Langues : Anglais (eng) Mots-clés : adult  autism spectrum disorders  cognition (attention  learning  memory)  vocational/labor force participation Index. décimale : PER Périodiques Résumé : Obtaining and maintaining employment can be a challenge for autistic adults and learning challenges may be related to vocational outcomes in this population. The present study sought to evaluate the Learning Needs Screening Tool to identify autistic job seekers who may benefit from additional services to obtain employment. A total of 401 autistic adults participated in this study. Internal consistency of Learning Needs Screening Tool items was evaluated. A principal component analysis was then completed to understand the measure?s factor structure and evaluations of external validity were completed. Evaluation of the screening items of the Learning Needs Screening Tool revealed high internal consistency. Three factors (Orthography, Arithmetic, and Retrospective Learning and Service Receipt) emerged. Overall, 56% of the sample screened positive on the Learning Needs Screening Tool, indicating a history of learning challenges. Analysis of history of special education receipt and vocational outcomes showed strong external validity for the measure. Results support the utility of the Learning Needs Screening Tool as a possible screening tool to evaluate learning challenges in autistic job seekers. As those who screened positive were more likely to have no vocational/educational activities, knowledge of retrospective learning needs may help vocational counselors identify autistic adults who need greater supports when seeking and obtaining jobs. Lay abstract Finding a job can be hard for autistic adults. No studies have been completed that look into whether having difficulties learning and troubles finding a job are related in this population. The current study did so by evaluating the Learning Needs Screening Tool, a measure of learning challenges used in vocational rehabilitation settings, or places meant to help people find work. A total of 401 autistic adults completed this study online. Specifically, the study evaluated (a) the characteristics of the Learning Needs Screening Tool, including the relationships between questions that ask about similar learning challenges, and (b) the ability of the measure to relate to real-world outcomes that are associated with learning difficulties, namely prior special education receipt and difficulties finding a job. Evaluation of the questions asked on the Learning Needs Screening Tool revealed that they were highly related and that learning difficulties fell into different categories. Fifty-six percent of the people in the study showed learning challenges on the measure. People who were identified as having learning difficulties on the Learning Needs Screening Tool had higher rates of receiving special education services in the past and lower rates of current employment. These results suggest that the Learning Needs Screening Tool may help to identify autistic job seekers who have learning difficulties and may have more challenges finding a job. En ligne : https://dx.doi.org/10.1177/13623613241255774 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 [article] Academic learning challenges and links to vocational outcomes in young autistic adults [texte imprimé] / Diego ARAGON-GUEVARA, Auteur ; Goldie A. MCQUAID, Auteur ; Gregory L. WALLACE, Auteur ; Nancy R. LEE, Auteur . - p.3143-3155. Langues : Anglais (eng) in Autism > 28-12 (December 2024) . - p.3143-3155 Mots-clés : adult  autism spectrum disorders  cognition (attention  learning  memory)  vocational/labor force participation Index. décimale : PER Périodiques Résumé : Obtaining and maintaining employment can be a challenge for autistic adults and learning challenges may be related to vocational outcomes in this population. The present study sought to evaluate the Learning Needs Screening Tool to identify autistic job seekers who may benefit from additional services to obtain employment. A total of 401 autistic adults participated in this study. Internal consistency of Learning Needs Screening Tool items was evaluated. A principal component analysis was then completed to understand the measure?s factor structure and evaluations of external validity were completed. Evaluation of the screening items of the Learning Needs Screening Tool revealed high internal consistency. Three factors (Orthography, Arithmetic, and Retrospective Learning and Service Receipt) emerged. Overall, 56% of the sample screened positive on the Learning Needs Screening Tool, indicating a history of learning challenges. Analysis of history of special education receipt and vocational outcomes showed strong external validity for the measure. Results support the utility of the Learning Needs Screening Tool as a possible screening tool to evaluate learning challenges in autistic job seekers. As those who screened positive were more likely to have no vocational/educational activities, knowledge of retrospective learning needs may help vocational counselors identify autistic adults who need greater supports when seeking and obtaining jobs. Lay abstract Finding a job can be hard for autistic adults. No studies have been completed that look into whether having difficulties learning and troubles finding a job are related in this population. The current study did so by evaluating the Learning Needs Screening Tool, a measure of learning challenges used in vocational rehabilitation settings, or places meant to help people find work. A total of 401 autistic adults completed this study online. Specifically, the study evaluated (a) the characteristics of the Learning Needs Screening Tool, including the relationships between questions that ask about similar learning challenges, and (b) the ability of the measure to relate to real-world outcomes that are associated with learning difficulties, namely prior special education receipt and difficulties finding a job. Evaluation of the questions asked on the Learning Needs Screening Tool revealed that they were highly related and that learning difficulties fell into different categories. Fifty-six percent of the people in the study showed learning challenges on the measure. People who were identified as having learning difficulties on the Learning Needs Screening Tool had higher rates of receiving special education services in the past and lower rates of current employment. These results suggest that the Learning Needs Screening Tool may help to identify autistic job seekers who have learning difficulties and may have more challenges finding a job. En ligne : https://dx.doi.org/10.1177/13623613241255774 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543

Age-Dependent Effects of Loss of Contactin-Associated Protein-Like 2, an Autism-Associated Gene, on the Acquisition and Recall of Fear Memory / A. BERNS ; Myles JONES ; A. TOWNSEND ; A.K. EAGEN ; Sarah L. FERRI ; D.R. LANGBEHN ; H. JANOUSCHEK in Autism Research, 18-5 (May 2025)  

Public ISBD [article]  inAutism Research > 18-5 (May 2025) . - p.1011-1023 Titre : Age-Dependent Effects of Loss of Contactin-Associated Protein-Like 2, an Autism-Associated Gene, on the Acquisition and Recall of Fear Memory Type de document : texte imprimé Auteurs : A. BERNS, Auteur ; Myles JONES, Auteur ; A. TOWNSEND, Auteur ; A.K. EAGEN, Auteur ; Sarah L. FERRI, Auteur ; D.R. LANGBEHN, Auteur ; H. JANOUSCHEK, Auteur Article en page(s) : p.1011-1023 Langues : Anglais (eng) Mots-clés : anxiety  autism spectrum disorder  CASPR2  Cntnap2  development  fear  fear conditioning  memory Index. décimale : PER Périodiques Résumé : ABSTRACT The contactin-associated protein-like 2 (Cntnap2) gene is relevant to autism spectrum disorder (ASD), which is associated with age-specific structural alterations in limbic brain regions. The Cntnap2 gene encodes for the contactin-associated protein-like 2 (CASPR2) protein, and CASPR2 protein levels are high in the amygdala, a limbic region that is essential for the processing of fear and anxiety. In humans, reduced levels of this protein arising from CNTNAP2 mutations could potentially account for the autism-associated increase in fear and anxiety. Here, we report the extent to which loss of CASPR2 in mice contributes to the development of fear- and anxiety-related behaviors. Pavlovian fear conditioning experiments revealed that loss of CASPR2 has age-dependent effects on the acquisition of fear memory, recall of both cue-evoked and context-related fear memory, and stability of cue-evoked fear memory. Additionally, data from the elevated zero maze suggest that CASPR2 deficiency contributes to anxiety-related behaviors, especially in juvenile (29-day old) mice. These are the first reports of age-dependent effects of CASPR2 deficiency on fear and anxiety-related behaviors, and they set the stage for a better understanding of developmental alterations of fear and anxiety in ASD. En ligne : https://doi.org/10.1002/aur.70034 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558 [article] Age-Dependent Effects of Loss of Contactin-Associated Protein-Like 2, an Autism-Associated Gene, on the Acquisition and Recall of Fear Memory [texte imprimé] / A. BERNS, Auteur ; Myles JONES, Auteur ; A. TOWNSEND, Auteur ; A.K. EAGEN, Auteur ; Sarah L. FERRI, Auteur ; D.R. LANGBEHN, Auteur ; H. JANOUSCHEK, Auteur . - p.1011-1023. Langues : Anglais (eng) in Autism Research > 18-5 (May 2025) . - p.1011-1023 Mots-clés : anxiety  autism spectrum disorder  CASPR2  Cntnap2  development  fear  fear conditioning  memory Index. décimale : PER Périodiques Résumé : ABSTRACT The contactin-associated protein-like 2 (Cntnap2) gene is relevant to autism spectrum disorder (ASD), which is associated with age-specific structural alterations in limbic brain regions. The Cntnap2 gene encodes for the contactin-associated protein-like 2 (CASPR2) protein, and CASPR2 protein levels are high in the amygdala, a limbic region that is essential for the processing of fear and anxiety. In humans, reduced levels of this protein arising from CNTNAP2 mutations could potentially account for the autism-associated increase in fear and anxiety. Here, we report the extent to which loss of CASPR2 in mice contributes to the development of fear- and anxiety-related behaviors. Pavlovian fear conditioning experiments revealed that loss of CASPR2 has age-dependent effects on the acquisition of fear memory, recall of both cue-evoked and context-related fear memory, and stability of cue-evoked fear memory. Additionally, data from the elevated zero maze suggest that CASPR2 deficiency contributes to anxiety-related behaviors, especially in juvenile (29-day old) mice. These are the first reports of age-dependent effects of CASPR2 deficiency on fear and anxiety-related behaviors, and they set the stage for a better understanding of developmental alterations of fear and anxiety in ASD. En ligne : https://doi.org/10.1002/aur.70034 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=558

Age-related differences in cognition across the adult lifespan in autism spectrum disorder / Anne G. LEVER in Autism Research, 9-6 (June 2016)  

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Anxiety severity in peri-adolescents is associated with greater generalization of negative memories following a period of sleep relative to wake / Liga EIHENTALE in Journal of Child Psychology and Psychiatry, 66-12 (December 2025)  

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Arousal-modulated memory encoding and retrieval in adults with autism spectrum disorder / Nico BAST in Autism Research, 15-9 (September 2022)  

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Assessing the integrity of auditory sensory memory processing in CLN3 disease (Juvenile Neuronal Ceroid Lipofuscinosis (Batten disease)): an auditory evoked potential study of the duration-evoked mismatch negativity (MMN) / Tufikameni BRIMA in Journal of Neurodevelopmental Disorders, 16 (2024)  

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Attention control in autism: Eye-tracking findings from pre-school children in a low- and middle-income country setting / Luke MASON ; Rashi ARORA ; Supriya BHAVNANI ; Jayashree DASGUPTA ; Sheffali GULATI ; Teodora GLIGA ; Mark H. JOHNSON in Autism, 28-1 (January 2024)  

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