Brief Report: Memory Performance on the California Verbal Learning Test - Children’s Version in Autism Spectrum Disorder / Heather L. PHELAN in Journal of Autism and Developmental Disorders, 41-4 (April 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-4 (April 2011) . - p.518-523 Titre : Brief Report: Memory Performance on the California Verbal Learning Test - Children’s Version in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Heather L. PHELAN, Auteur ; Jillian H. FILLITER, Auteur ; Shannon A. JOHNSON, Auteur Année de publication : 2011 Article en page(s) : p.518-523 Langues : Anglais (eng) Mots-clés : Learning  Memory  Task Support Hypothesis  Autism Spectrum  Asperger  California Verbal Learning Test-Children’s Version Index. décimale : PER Périodiques Résumé : According to the Task Support Hypothesis (TSH; Bowler et al. in Neuropsychologia 35:65–70, 1997) individuals with autism spectrum disorder (ASD) perform more similarly to their typically developing peers on learning and memory tasks when provided with external support at retrieval. We administered the California Verbal Learning Test-Children’s Version to 15 high-functioning youths with ASD and 15 matched comparison participants. Although ASD and comparison participants had comparable levels of overall performance, the ASD group, but not the comparison group, improved significantly from free to cued recall, providing support for the TSH. These results indicate that verbal memory performance in youths with ASD is relatively intact, but may be facilitated by external supports. En ligne : http://dx.doi.org/10.1007/s10803-010-1069-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] Brief Report: Memory Performance on the California Verbal Learning Test - Children’s Version in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Heather L. PHELAN, Auteur ; Jillian H. FILLITER, Auteur ; Shannon A. JOHNSON, Auteur . - 2011 . - p.518-523. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-4 (April 2011) . - p.518-523 Mots-clés : Learning  Memory  Task Support Hypothesis  Autism Spectrum  Asperger  California Verbal Learning Test-Children’s Version Index. décimale : PER Périodiques Résumé : According to the Task Support Hypothesis (TSH; Bowler et al. in Neuropsychologia 35:65–70, 1997) individuals with autism spectrum disorder (ASD) perform more similarly to their typically developing peers on learning and memory tasks when provided with external support at retrieval. We administered the California Verbal Learning Test-Children’s Version to 15 high-functioning youths with ASD and 15 matched comparison participants. Although ASD and comparison participants had comparable levels of overall performance, the ASD group, but not the comparison group, improved significantly from free to cued recall, providing support for the TSH. These results indicate that verbal memory performance in youths with ASD is relatively intact, but may be facilitated by external supports. En ligne : http://dx.doi.org/10.1007/s10803-010-1069-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

Discrepancies Between Self- and Parent-Perceptions of Autistic Traits and Empathy in High Functioning Children and Adolescents on the Autism Spectrum / Shannon A. JOHNSON in Journal of Autism and Developmental Disorders, 39-12 (December 2009)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 39-12 (December 2009) . - p.1706-1714 Titre : Discrepancies Between Self- and Parent-Perceptions of Autistic Traits and Empathy in High Functioning Children and Adolescents on the Autism Spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Shannon A. JOHNSON, Auteur ; Jillian H. FILLITER, Auteur ; Robin R. MURPHY, Auteur Année de publication : 2009 Article en page(s) : p.1706-1714 Langues : Anglais (eng) Mots-clés : Autism Asperger’s-Disorder Self-perception Self-awareness Insight Theory-of-mind Index. décimale : PER Périodiques Résumé : Self-perception in high-functioning children and adolescents with Autism Spectrum Disorder (ASD) was examined by comparing parent- and self-reports on the Autism Spectrum, Empathy, and Systemizing Quotients (AQ, EQ and SQ). Participants were 20 youths with ASD and 22 typically developing controls. Both parents and participants in the ASD group reported more autistic traits (higher AQ) and less empathy (lower EQ) than the control group. SQ ratings did not differ between groups. Comparisons of self- and parent-reports indicated that youths with ASD reported significantly fewer autistic traits and more empathic features than their parents attributed to them. There were no discrepancies between parent- and self-reports in the control group. Implications regarding the use of self-report in ASD are discussed. En ligne : http://dx.doi.org/10.1007/s10803-009-0809-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=884 [article] Discrepancies Between Self- and Parent-Perceptions of Autistic Traits and Empathy in High Functioning Children and Adolescents on the Autism Spectrum [Texte imprimé et/ou numérique] / Shannon A. JOHNSON, Auteur ; Jillian H. FILLITER, Auteur ; Robin R. MURPHY, Auteur . - 2009 . - p.1706-1714. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 39-12 (December 2009) . - p.1706-1714 Mots-clés : Autism Asperger’s-Disorder Self-perception Self-awareness Insight Theory-of-mind Index. décimale : PER Périodiques Résumé : Self-perception in high-functioning children and adolescents with Autism Spectrum Disorder (ASD) was examined by comparing parent- and self-reports on the Autism Spectrum, Empathy, and Systemizing Quotients (AQ, EQ and SQ). Participants were 20 youths with ASD and 22 typically developing controls. Both parents and participants in the ASD group reported more autistic traits (higher AQ) and less empathy (lower EQ) than the control group. SQ ratings did not differ between groups. Comparisons of self- and parent-reports indicated that youths with ASD reported significantly fewer autistic traits and more empathic features than their parents attributed to them. There were no discrepancies between parent- and self-reports in the control group. Implications regarding the use of self-report in ASD are discussed. En ligne : http://dx.doi.org/10.1007/s10803-009-0809-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=884

The Role of Gaze Direction in Face Memory in Autism Spectrum Disorder / Safa R. ZAKI in Autism Research, 6-4 (August 2013)  

Public ISBD [article]  inAutism Research > 6-4 (August 2013) . - p.280-287 Titre : The Role of Gaze Direction in Face Memory in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Safa R. ZAKI, Auteur ; Shannon A. JOHNSON, Auteur Article en page(s) : p.280-287 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  face recognition  eye-contact  face-processing  gaze Index. décimale : PER Périodiques Résumé : We tested the hypothesis that the direction of gaze of target faces may play a role in reported face recognition deficits in those with an autism spectrum disorder (ASD). In previous studies, typically developing children and adults better remembered faces in which the eyes were gazing directly at them compared with faces in which the eyes were averted. In the current study, high-functioning children and adolescents with an ASD and age- and IQ-matched typically developing controls were shown a series of pictures of faces in a study phase. These pictures were of individuals whose gaze was either directed straight ahead or whose gaze was averted to one side. We tested the memory for these study faces in a recognition task in which the faces were shown with their eyes closed. The typically developing group better remembered the direct-gaze faces, whereas the ASD participants did not show this effect. These results imply that there may be an important link between gaze direction and face recognition abilities in ASD. En ligne : http://dx.doi.org/10.1002/aur.1292 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212 [article] The Role of Gaze Direction in Face Memory in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Safa R. ZAKI, Auteur ; Shannon A. JOHNSON, Auteur . - p.280-287. Langues : Anglais (eng) in Autism Research > 6-4 (August 2013) . - p.280-287 Mots-clés : autism spectrum disorder  face recognition  eye-contact  face-processing  gaze Index. décimale : PER Périodiques Résumé : We tested the hypothesis that the direction of gaze of target faces may play a role in reported face recognition deficits in those with an autism spectrum disorder (ASD). In previous studies, typically developing children and adults better remembered faces in which the eyes were gazing directly at them compared with faces in which the eyes were averted. In the current study, high-functioning children and adolescents with an ASD and age- and IQ-matched typically developing controls were shown a series of pictures of faces in a study phase. These pictures were of individuals whose gaze was either directed straight ahead or whose gaze was averted to one side. We tested the memory for these study faces in a recognition task in which the faces were shown with their eyes closed. The typically developing group better remembered the direct-gaze faces, whereas the ASD participants did not show this effect. These results imply that there may be an important link between gaze direction and face recognition abilities in ASD. En ligne : http://dx.doi.org/10.1002/aur.1292 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212

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