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Signs of enhanced formation of gist memory in children with autism spectrum disorder - a study of memory functions of sleep / E. M. KURZ in Journal of Child Psychology and Psychiatry, 60-8 (August 2019)
[article]
Titre : Signs of enhanced formation of gist memory in children with autism spectrum disorder - a study of memory functions of sleep Type de document : Texte imprimé et/ou numérique Auteurs : E. M. KURZ, Auteur ; A. CONZELMANN, Auteur ; G. M. BARTH, Auteur ; L. HEPP, Auteur ; D. SCHENK, Auteur ; T. J. RENNER, Auteur ; J. BORN, Auteur ; K. ZINKE, Auteur Article en page(s) : p.907-916 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Deese-Roediger-McDermott emotional memory gist abstraction memory consolidation sleep Index. décimale : PER Périodiques Résumé : BACKGROUND: Autism spectrum disorder (ASD) is characterized by impaired cognitive and social skills, including emotional dysregulation, and symptoms have been suspected to partly arise from impaired formation of memory representations regulating these behaviours. Sleep, which is subjectively impaired in ASD, is critical for forming long-term memories and abstracted gist-based representations. We expected a generally reduced memory benefit from sleep in children with ASD, and a diminished enhancement of gist representations, in particular. METHODS: We compared effects of sleep on memory consolidation between boys (9-12 years) with ASD (n = 21) and typically developing (TD, n = 20) boys, matched for age and IQ, in a within-subjects crossover design. We employed an emotional picture recognition task and the Deese-Roediger-McDermott (DRM) word list task for assessing gist memory formation in the emotional and nonemotional domain, respectively. Learning took place before retention intervals of nocturnal sleep and daytime wakefulness, and retrieval was tested afterwards. RESULTS: Surprisingly, on the DRM task, children with ASD showed an enhanced sleep-dependent formation of gist-based memory (i.e. more recall of 'critical lure words' after sleep compared to wakefulness) than TD children, with this effect occurring on top of a diminished veridical word memory. On the picture recognition task, children with ASD also showed a stronger emotional enhancement in memory (i.e. relatively better memory for negative than neutral pictures) than TD children, with this enhancement occurring independent of sleep. Sleep polysomnography was remarkably comparable between groups. CONCLUSIONS: Children with ASD show well-preserved sleep-dependent memory consolidation. Enhanced gist memory formation in these children might reflect a compensatory response for impairments at earlier stages of memory processing, that is during encoding. En ligne : http://dx.doi.org/10.1111/jcpp.13048 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404
in Journal of Child Psychology and Psychiatry > 60-8 (August 2019) . - p.907-916[article] Signs of enhanced formation of gist memory in children with autism spectrum disorder - a study of memory functions of sleep [Texte imprimé et/ou numérique] / E. M. KURZ, Auteur ; A. CONZELMANN, Auteur ; G. M. BARTH, Auteur ; L. HEPP, Auteur ; D. SCHENK, Auteur ; T. J. RENNER, Auteur ; J. BORN, Auteur ; K. ZINKE, Auteur . - p.907-916.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 60-8 (August 2019) . - p.907-916
Mots-clés : Autism spectrum disorder Deese-Roediger-McDermott emotional memory gist abstraction memory consolidation sleep Index. décimale : PER Périodiques Résumé : BACKGROUND: Autism spectrum disorder (ASD) is characterized by impaired cognitive and social skills, including emotional dysregulation, and symptoms have been suspected to partly arise from impaired formation of memory representations regulating these behaviours. Sleep, which is subjectively impaired in ASD, is critical for forming long-term memories and abstracted gist-based representations. We expected a generally reduced memory benefit from sleep in children with ASD, and a diminished enhancement of gist representations, in particular. METHODS: We compared effects of sleep on memory consolidation between boys (9-12 years) with ASD (n = 21) and typically developing (TD, n = 20) boys, matched for age and IQ, in a within-subjects crossover design. We employed an emotional picture recognition task and the Deese-Roediger-McDermott (DRM) word list task for assessing gist memory formation in the emotional and nonemotional domain, respectively. Learning took place before retention intervals of nocturnal sleep and daytime wakefulness, and retrieval was tested afterwards. RESULTS: Surprisingly, on the DRM task, children with ASD showed an enhanced sleep-dependent formation of gist-based memory (i.e. more recall of 'critical lure words' after sleep compared to wakefulness) than TD children, with this effect occurring on top of a diminished veridical word memory. On the picture recognition task, children with ASD also showed a stronger emotional enhancement in memory (i.e. relatively better memory for negative than neutral pictures) than TD children, with this enhancement occurring independent of sleep. Sleep polysomnography was remarkably comparable between groups. CONCLUSIONS: Children with ASD show well-preserved sleep-dependent memory consolidation. Enhanced gist memory formation in these children might reflect a compensatory response for impairments at earlier stages of memory processing, that is during encoding. En ligne : http://dx.doi.org/10.1111/jcpp.13048 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404 Sleep-dependent consolidation in children with comprehension and vocabulary weaknesses: it'll be alright on the night? / Emma JAMES in Journal of Child Psychology and Psychiatry, 61-10 (October 2020)
[article]
Titre : Sleep-dependent consolidation in children with comprehension and vocabulary weaknesses: it'll be alright on the night? Type de document : Texte imprimé et/ou numérique Auteurs : Emma JAMES, Auteur ; M. Gareth GASKELL, Auteur ; Lisa M. HENDERSON, Auteur Article en page(s) : p.1104-1115 Langues : Anglais (eng) Mots-clés : Poor comprehenders memory consolidation sleep vocabulary word learning Index. décimale : PER Périodiques Résumé : BACKGROUND: Vocabulary is crucial for an array of life outcomes and is frequently impaired in developmental disorders. Notably, 'poor comprehenders' (children with reading comprehension deficits but intact word reading) often have vocabulary deficits, but underlying mechanisms remain unclear. Prior research suggests intact encoding but difficulties consolidating new word knowledge. We test the hypothesis that poor comprehenders' sleep-associated vocabulary consolidation is compromised by their impoverished lexical-semantic knowledge. METHODS: Memory for new words was tracked across wake and sleep to assess encoding and consolidation in 8-to-12-year-old good and poor comprehenders. Each child participated in two sets of sessions, one beginning in the morning (AM-encoding) and the other in the evening (PM-encoding). In each case, they were taught 12 words and were trained on a spatial memory task. Memory was assessed immediately, 12- and 24-hr later via stem-completion, picture-naming, and definition tasks to probe different aspects of word knowledge. Long-term retention was assessed 1-2 months later. RESULTS: Recall of word-forms improved over sleep and postsleep wake, as measured in both stem-completion and picture-naming tasks. Counter to hypotheses, deficits for poor comprehenders were not observed in consolidation but instead were seen across measures and throughout testing, suggesting a deficit from encoding. Variability in vocabulary knowledge across the whole sample predicted sleep-associated consolidation, but only when words were learned early in the day and not when sleep followed soon after learning. CONCLUSIONS: Poor comprehenders showed weaker memory for new words than good comprehenders, but sleep-associated consolidation benefits were comparable between groups. Sleeping soon after learning had long-lasting benefits for memory and may be especially beneficial for children with weaker vocabulary. These results provide new insights into the breadth of poor comprehenders' vocabulary weaknesses, and ways in which learning might be better timed to remediate vocabulary difficulties. En ligne : http://dx.doi.org/10.1111/jcpp.13253 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432
in Journal of Child Psychology and Psychiatry > 61-10 (October 2020) . - p.1104-1115[article] Sleep-dependent consolidation in children with comprehension and vocabulary weaknesses: it'll be alright on the night? [Texte imprimé et/ou numérique] / Emma JAMES, Auteur ; M. Gareth GASKELL, Auteur ; Lisa M. HENDERSON, Auteur . - p.1104-1115.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 61-10 (October 2020) . - p.1104-1115
Mots-clés : Poor comprehenders memory consolidation sleep vocabulary word learning Index. décimale : PER Périodiques Résumé : BACKGROUND: Vocabulary is crucial for an array of life outcomes and is frequently impaired in developmental disorders. Notably, 'poor comprehenders' (children with reading comprehension deficits but intact word reading) often have vocabulary deficits, but underlying mechanisms remain unclear. Prior research suggests intact encoding but difficulties consolidating new word knowledge. We test the hypothesis that poor comprehenders' sleep-associated vocabulary consolidation is compromised by their impoverished lexical-semantic knowledge. METHODS: Memory for new words was tracked across wake and sleep to assess encoding and consolidation in 8-to-12-year-old good and poor comprehenders. Each child participated in two sets of sessions, one beginning in the morning (AM-encoding) and the other in the evening (PM-encoding). In each case, they were taught 12 words and were trained on a spatial memory task. Memory was assessed immediately, 12- and 24-hr later via stem-completion, picture-naming, and definition tasks to probe different aspects of word knowledge. Long-term retention was assessed 1-2 months later. RESULTS: Recall of word-forms improved over sleep and postsleep wake, as measured in both stem-completion and picture-naming tasks. Counter to hypotheses, deficits for poor comprehenders were not observed in consolidation but instead were seen across measures and throughout testing, suggesting a deficit from encoding. Variability in vocabulary knowledge across the whole sample predicted sleep-associated consolidation, but only when words were learned early in the day and not when sleep followed soon after learning. CONCLUSIONS: Poor comprehenders showed weaker memory for new words than good comprehenders, but sleep-associated consolidation benefits were comparable between groups. Sleeping soon after learning had long-lasting benefits for memory and may be especially beneficial for children with weaker vocabulary. These results provide new insights into the breadth of poor comprehenders' vocabulary weaknesses, and ways in which learning might be better timed to remediate vocabulary difficulties. En ligne : http://dx.doi.org/10.1111/jcpp.13253 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=432 Learning Curve Analyses in Neurodevelopmental Disorders: Are Children with Autism Spectrum Disorder Truly Visual Learners? / Lászl? ERDODI in Journal of Autism and Developmental Disorders, 43-4 (April 2013)
[article]
Titre : Learning Curve Analyses in Neurodevelopmental Disorders: Are Children with Autism Spectrum Disorder Truly Visual Learners? Type de document : Texte imprimé et/ou numérique Auteurs : Lászl? ERDODI, Auteur ; Renée LAJINESS-O’NEILL, Auteur ; Thomas A. SCHMITT, Auteur Article en page(s) : p.880-890 Langues : Anglais (eng) Mots-clés : Autism VCFS ADHD Learning curves Memory consolidation Index. décimale : PER Périodiques Résumé : Visual and auditory verbal learning using a selective reminding format was studied in a mixed clinical sample of children with autism spectrum disorder (ASD) (n = 42), attention-deficit hyperactivity disorder (n = 83), velocardiofacial syndrome (n = 17) and neurotypicals (n = 38) using the Test of Memory and Learning to (1) more thoroughly characterize and examine the integrity of learning and memory processes, (2) to better understand the mechanisms of learning impairment, and (3) to inform instructional practices in ASD. Contrary to expectations, children with ASD demonstrated a relative weakness in the rate of acquisition of visual in contrast to verbal learning compared to neurotypicals. They also showed a complex pattern of consolidation. Overall, between-group differences were more likely to emerge during the visual learning task, suggesting that it may be more sensitive for detecting neurodevelopmental differences. The heuristic value of assessing memory and learning across multiple trials and comparing performance during immediate and delayed recall is discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1630-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=194
in Journal of Autism and Developmental Disorders > 43-4 (April 2013) . - p.880-890[article] Learning Curve Analyses in Neurodevelopmental Disorders: Are Children with Autism Spectrum Disorder Truly Visual Learners? [Texte imprimé et/ou numérique] / Lászl? ERDODI, Auteur ; Renée LAJINESS-O’NEILL, Auteur ; Thomas A. SCHMITT, Auteur . - p.880-890.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-4 (April 2013) . - p.880-890
Mots-clés : Autism VCFS ADHD Learning curves Memory consolidation Index. décimale : PER Périodiques Résumé : Visual and auditory verbal learning using a selective reminding format was studied in a mixed clinical sample of children with autism spectrum disorder (ASD) (n = 42), attention-deficit hyperactivity disorder (n = 83), velocardiofacial syndrome (n = 17) and neurotypicals (n = 38) using the Test of Memory and Learning to (1) more thoroughly characterize and examine the integrity of learning and memory processes, (2) to better understand the mechanisms of learning impairment, and (3) to inform instructional practices in ASD. Contrary to expectations, children with ASD demonstrated a relative weakness in the rate of acquisition of visual in contrast to verbal learning compared to neurotypicals. They also showed a complex pattern of consolidation. Overall, between-group differences were more likely to emerge during the visual learning task, suggesting that it may be more sensitive for detecting neurodevelopmental differences. The heuristic value of assessing memory and learning across multiple trials and comparing performance during immediate and delayed recall is discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1630-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=194