Assessing Recollection and Familiarity in Autistic Spectrum Disorders: Methods and Findings / Sally BIGHAM in Journal of Autism and Developmental Disorders, 40-7 (July 2010)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 40-7 (July 2010) . - p.878-889 Titre : Assessing Recollection and Familiarity in Autistic Spectrum Disorders: Methods and Findings Type de document : Texte imprimé et/ou numérique Auteurs : Sally BIGHAM, Auteur ; Jill BOUCHER, Auteur ; Andrew MAYES, Auteur ; Sophie ANNS, Auteur Année de publication : 2010 Article en page(s) : p.878-889 Langues : Anglais (eng) Mots-clés : Declarative-memory Recollection Familiarity Source-memory Recall Recognition Index. décimale : PER Périodiques Résumé : We hypothesise that of the two processes underlying declarative memory, recollection is impaired in high-functioning autism (HFA) whereas recollection and familiarity are impaired in low-functioning autism (LFA). Testing these hypotheses necessitates assessing recollection and familiarity separately. However, this is difficult, because both processes contribute to performance on standard memory tests. Moreover, tests must be suitable for use with young or intellectually disabled participants. This study aimed to develop tests of recollection and familiarity separately, and to make preliminary tests of our hypotheses. We developed a temporal source memory task to assess recollection in LFA, and a shape recognition task to assess familiarity and an action recall task assessing recollection in HFA. The methods and implications of the results are discussed. En ligne : http://dx.doi.org/10.1007/s10803-010-0937-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107 [article] Assessing Recollection and Familiarity in Autistic Spectrum Disorders: Methods and Findings [Texte imprimé et/ou numérique] / Sally BIGHAM, Auteur ; Jill BOUCHER, Auteur ; Andrew MAYES, Auteur ; Sophie ANNS, Auteur . - 2010 . - p.878-889. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 40-7 (July 2010) . - p.878-889 Mots-clés : Declarative-memory Recollection Familiarity Source-memory Recall Recognition Index. décimale : PER Périodiques Résumé : We hypothesise that of the two processes underlying declarative memory, recollection is impaired in high-functioning autism (HFA) whereas recollection and familiarity are impaired in low-functioning autism (LFA). Testing these hypotheses necessitates assessing recollection and familiarity separately. However, this is difficult, because both processes contribute to performance on standard memory tests. Moreover, tests must be suitable for use with young or intellectually disabled participants. This study aimed to develop tests of recollection and familiarity separately, and to make preliminary tests of our hypotheses. We developed a temporal source memory task to assess recollection in LFA, and a shape recognition task to assess familiarity and an action recall task assessing recollection in HFA. The methods and implications of the results are discussed. En ligne : http://dx.doi.org/10.1007/s10803-010-0937-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=107

Declarative Memory and Structural Language Impairment in Autistic Children and Adolescents / Sophie ANNS in Autism Research, 13-11 (November 2020)  

Public ISBD [article]  inAutism Research > 13-11 (November 2020) . - p.1947-1958 Titre : Declarative Memory and Structural Language Impairment in Autistic Children and Adolescents Type de document : Texte imprimé et/ou numérique Auteurs : Sophie ANNS, Auteur ; Sebastian B GAIGG, Auteur ; James A. HAMPTON, Auteur ; Dermot M. BOWLER, Auteur ; Jill BOUCHER, Auteur Article en page(s) : p.1947-1958 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  familiarity  language impairment  memory  recollection Index. décimale : PER Périodiques Résumé : Two experiments tested the hypothesis that a plausible contributory factor of structural language impairment in Autism Spectrum Disorder (ASD) is impaired declarative memory. We hypothesized that familiarity and recollection (subserving semantic and episodic memory, respectively) are both impaired in autistic individuals with clinically significant language impairment and learning disability (ASD(LI/LD) ); whereas recollection is selectively impaired in autistic individuals with typical language (ASD(TL) ). Teenagers with ASD(LI/LD) (n = 19) and primary school age children with ASD(TL) (n = 26) were compared with teenagers with learning disability (LD) (n = 26) without autism, and primary school aged typically developing (TD) children (n = 32). Both experiments provided strong support for the hypothesized links between declarative memory processes and lexical-semantic facets of language in the two autistic groups, but not in the TD group. Additional findings of interest were that declarative memory processes and lexical-semantic knowledge were also linked in the LD group and that the ASD groups-and to a lesser extent the LD group-may have compensated for declarative memory impairments using spared visual-perceptual abilities, a finding with potential educational implications. Relative difficulties with familiarity and recollection in ASD(LI/LD) and LD may help explain structural language impairment, as investigated here, but also the broader learning disabilities found in these populations. Autism Res 2020. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. Autism Res 2020, 13: 1947-1958. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Language impairment and learning disability affect 45% of the autistic population yet the factors that may be contributing to them is remarkably under-researched. To date there are no explanations of the lexical semantic (word meaning) abnormalities observed in ASD. We found that declarative memory is associated with lexical semantic knowledge in autism and learning disability but not in typical development. Difficulties with declarative memory may also be compensated for using visual-perceptual abilities by autistic and learning-disabled adolescents, which has positive implications for educationalists. En ligne : http://dx.doi.org/10.1002/aur.2282 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433 [article] Declarative Memory and Structural Language Impairment in Autistic Children and Adolescents [Texte imprimé et/ou numérique] / Sophie ANNS, Auteur ; Sebastian B GAIGG, Auteur ; James A. HAMPTON, Auteur ; Dermot M. BOWLER, Auteur ; Jill BOUCHER, Auteur . - p.1947-1958. Langues : Anglais (eng) in Autism Research > 13-11 (November 2020) . - p.1947-1958 Mots-clés : autism spectrum disorder  familiarity  language impairment  memory  recollection Index. décimale : PER Périodiques Résumé : Two experiments tested the hypothesis that a plausible contributory factor of structural language impairment in Autism Spectrum Disorder (ASD) is impaired declarative memory. We hypothesized that familiarity and recollection (subserving semantic and episodic memory, respectively) are both impaired in autistic individuals with clinically significant language impairment and learning disability (ASD(LI/LD) ); whereas recollection is selectively impaired in autistic individuals with typical language (ASD(TL) ). Teenagers with ASD(LI/LD) (n = 19) and primary school age children with ASD(TL) (n = 26) were compared with teenagers with learning disability (LD) (n = 26) without autism, and primary school aged typically developing (TD) children (n = 32). Both experiments provided strong support for the hypothesized links between declarative memory processes and lexical-semantic facets of language in the two autistic groups, but not in the TD group. Additional findings of interest were that declarative memory processes and lexical-semantic knowledge were also linked in the LD group and that the ASD groups-and to a lesser extent the LD group-may have compensated for declarative memory impairments using spared visual-perceptual abilities, a finding with potential educational implications. Relative difficulties with familiarity and recollection in ASD(LI/LD) and LD may help explain structural language impairment, as investigated here, but also the broader learning disabilities found in these populations. Autism Res 2020. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. Autism Res 2020, 13: 1947-1958. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Language impairment and learning disability affect 45% of the autistic population yet the factors that may be contributing to them is remarkably under-researched. To date there are no explanations of the lexical semantic (word meaning) abnormalities observed in ASD. We found that declarative memory is associated with lexical semantic knowledge in autism and learning disability but not in typical development. Difficulties with declarative memory may also be compensated for using visual-perceptual abilities by autistic and learning-disabled adolescents, which has positive implications for educationalists. En ligne : http://dx.doi.org/10.1002/aur.2282 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433

Eye-Tracking Reveals Absent Repetition Learning Across the Autism Spectrum: Evidence From a Passive Viewing Task / Sebastian B GAIGG in Autism Research, 13-11 (November 2020)  

Public ISBD [article]  inAutism Research > 13-11 (November 2020) . - p.1929-1946 Titre : Eye-Tracking Reveals Absent Repetition Learning Across the Autism Spectrum: Evidence From a Passive Viewing Task Type de document : Texte imprimé et/ou numérique Auteurs : Sebastian B GAIGG, Auteur ; Marie K. KRUG, Auteur ; Marjorie SOLOMON, Auteur ; Amanda ROESTORF, Auteur ; Claire DERWENT, Auteur ; Sophie ANNS, Auteur ; Dermot M. BOWLER, Auteur ; Susan RIVERA, Auteur ; Christine W. NORDAHL, Auteur ; Emily J. H. JONES, Auteur Article en page(s) : p.1929-1946 Langues : Anglais (eng) Mots-clés : eye movement  language impairment  learning  learning disabilities  memory Index. décimale : PER Périodiques Résumé : In the domain of memory, autism is characterized by difficulties in explicitly remembering the specific order of stimuli, whereas implicit serial order memory appears to be preserved. This pattern is of considerable interest because serial order memory is known to play a critical role in children's language development. Currently, however, few paradigms exist that can effectively probe serial order memory across heterogeneous groups of children, including those who are minimally verbal. We present two experiments, involving 39 adults (20 ASD; 19 TD) and 130 children (86 ASD; 44 TD), that address this issue using an eye-tracking paradigm, which simply required participants to "watch out for a bunny" that appeared in repeating sequences of screen locations. The adults in Experiment 1 all had normative IQs, whereas Experiment 2 included children with and without substantial language and intellectual difficulties. In both experiments gaze latencies and anticipatory fixations to the bunny indicated reliable repetition learning effects in the TD but not the ASD groups. Importantly, we were able to acquire reliable data from around half of the children with significant language impairments in Experiment 2, indicating that the paradigm can shed light on important learning processes in this underrepresented group. We discuss the implications of these findings for theories of memory in ASD as well as for the utility of eye-tracking technology to probe repetition learning effects in autism. Autism Res 2020, 13: 1929-1946. © 2020 The Authors. Autism Research published by International Society for Autism Research and Wiley Periodicals LLC. LAY SUMMARY: Remembering the specific order of stimuli plays an important role in language development and is thought to be a source of difficulty for autistic individuals. Research in this area, however, rarely includes autistic participants who are minimally verbal. Here we develop an eye-tracking paradigm that demonstrates serial order learning difficulties across the autism spectrum. We discuss the implications of these findings for our understanding of the role of memory difficulties in the varied language profiles across the autism spectrum. En ligne : http://dx.doi.org/10.1002/aur.2368 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433 [article] Eye-Tracking Reveals Absent Repetition Learning Across the Autism Spectrum: Evidence From a Passive Viewing Task [Texte imprimé et/ou numérique] / Sebastian B GAIGG, Auteur ; Marie K. KRUG, Auteur ; Marjorie SOLOMON, Auteur ; Amanda ROESTORF, Auteur ; Claire DERWENT, Auteur ; Sophie ANNS, Auteur ; Dermot M. BOWLER, Auteur ; Susan RIVERA, Auteur ; Christine W. NORDAHL, Auteur ; Emily J. H. JONES, Auteur . - p.1929-1946. Langues : Anglais (eng) in Autism Research > 13-11 (November 2020) . - p.1929-1946 Mots-clés : eye movement  language impairment  learning  learning disabilities  memory Index. décimale : PER Périodiques Résumé : In the domain of memory, autism is characterized by difficulties in explicitly remembering the specific order of stimuli, whereas implicit serial order memory appears to be preserved. This pattern is of considerable interest because serial order memory is known to play a critical role in children's language development. Currently, however, few paradigms exist that can effectively probe serial order memory across heterogeneous groups of children, including those who are minimally verbal. We present two experiments, involving 39 adults (20 ASD; 19 TD) and 130 children (86 ASD; 44 TD), that address this issue using an eye-tracking paradigm, which simply required participants to "watch out for a bunny" that appeared in repeating sequences of screen locations. The adults in Experiment 1 all had normative IQs, whereas Experiment 2 included children with and without substantial language and intellectual difficulties. In both experiments gaze latencies and anticipatory fixations to the bunny indicated reliable repetition learning effects in the TD but not the ASD groups. Importantly, we were able to acquire reliable data from around half of the children with significant language impairments in Experiment 2, indicating that the paradigm can shed light on important learning processes in this underrepresented group. We discuss the implications of these findings for theories of memory in ASD as well as for the utility of eye-tracking technology to probe repetition learning effects in autism. Autism Res 2020, 13: 1929-1946. © 2020 The Authors. Autism Research published by International Society for Autism Research and Wiley Periodicals LLC. LAY SUMMARY: Remembering the specific order of stimuli plays an important role in language development and is thought to be a source of difficulty for autistic individuals. Research in this area, however, rarely includes autistic participants who are minimally verbal. Here we develop an eye-tracking paradigm that demonstrates serial order learning difficulties across the autism spectrum. We discuss the implications of these findings for our understanding of the role of memory difficulties in the varied language profiles across the autism spectrum. En ligne : http://dx.doi.org/10.1002/aur.2368 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433

Memory, learning and language in autism spectrum disorder / Jill BOUCHER in Autism & Developmental Language Impairments, 3 (January-December 2018)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 3 (January-December 2018) 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 [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

Reward Devaluation in Autistic Children and Adolescents with Complex Needs: A Feasibility Study / Anna LAMBRECHTS in Autism Research, 13-11 (November 2020)  

Public ISBD [article]  inAutism Research > 13-11 (November 2020) . - p.1915-1928 Titre : Reward Devaluation in Autistic Children and Adolescents with Complex Needs: A Feasibility Study Type de document : Texte imprimé et/ou numérique Auteurs : Anna LAMBRECHTS, Auteur ; Jennifer L. COOK, Auteur ; Elliot A. LUDVIG, Auteur ; Eduardo ALONSO, Auteur ; Sophie ANNS, Auteur ; Maddison TAYLOR, Auteur ; Sebastian B GAIGG, Auteur Article en page(s) : p.1915-1928 Langues : Anglais (eng) Mots-clés : autism  complex needs  devaluation  intellectual disability  reward processing Index. décimale : PER Périodiques Résumé : Rewards act as a motivator for positive behavior and learning. Although compounding evidence indicates that reward processing operates differently in autistic individuals who do not have co-occurring learning disabilities, little is known about individuals who have such difficulties or other complex needs. This study aimed first to assess the feasibility of using an adapted reward devaluation paradigm to examine basic reward processes in this underrepresented population, and second to investigate whether autistic children and adolescents with complex needs would show dynamic behavioral changes in response to changes in the motivational value of a reward. Twenty-seven autistic children and adolescents with complex needs and 20 typically developing 5-year-old children took part in the study. Participants were presented with two visual cues on a touchscreen laptop, which triggered the delivery of a video, music, or physical reward. One of the rewards was then presented in abundance to decrease its motivational value. Participants showed decreased interest in the video and music rewards after devaluation. The experimental setup was found to be suitable to test individuals with complex needs, although recommendations are made for the use of physical rewards. The results suggest that autistic participants with complex needs demonstrate goal-directed behavior and that it is feasible to develop experimental paradigms that can shed important light on learning processes that are fundamental to many education and intervention strategies for this population. Autism Res 2020, 13: 1915-1928. © 2020 The Authors. Autism Research published by International Society for Autism Research and Wiley Periodicals LLC. LAY SUMMARY: We adapted an experimental task to conduct research with autistic children and adolescents with complex needs, who remain grossly underrepresented in autism research. We found that once a reward was presented in great quantity, participants were less motivated to obtain it, showing that they adapted their behavior to changes in the value of that reward. This is an important finding to help promote learning and design better interventions for this population. En ligne : http://dx.doi.org/10.1002/aur.2388 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433 [article] Reward Devaluation in Autistic Children and Adolescents with Complex Needs: A Feasibility Study [Texte imprimé et/ou numérique] / Anna LAMBRECHTS, Auteur ; Jennifer L. COOK, Auteur ; Elliot A. LUDVIG, Auteur ; Eduardo ALONSO, Auteur ; Sophie ANNS, Auteur ; Maddison TAYLOR, Auteur ; Sebastian B GAIGG, Auteur . - p.1915-1928. Langues : Anglais (eng) in Autism Research > 13-11 (November 2020) . - p.1915-1928 Mots-clés : autism  complex needs  devaluation  intellectual disability  reward processing Index. décimale : PER Périodiques Résumé : Rewards act as a motivator for positive behavior and learning. Although compounding evidence indicates that reward processing operates differently in autistic individuals who do not have co-occurring learning disabilities, little is known about individuals who have such difficulties or other complex needs. This study aimed first to assess the feasibility of using an adapted reward devaluation paradigm to examine basic reward processes in this underrepresented population, and second to investigate whether autistic children and adolescents with complex needs would show dynamic behavioral changes in response to changes in the motivational value of a reward. Twenty-seven autistic children and adolescents with complex needs and 20 typically developing 5-year-old children took part in the study. Participants were presented with two visual cues on a touchscreen laptop, which triggered the delivery of a video, music, or physical reward. One of the rewards was then presented in abundance to decrease its motivational value. Participants showed decreased interest in the video and music rewards after devaluation. The experimental setup was found to be suitable to test individuals with complex needs, although recommendations are made for the use of physical rewards. The results suggest that autistic participants with complex needs demonstrate goal-directed behavior and that it is feasible to develop experimental paradigms that can shed important light on learning processes that are fundamental to many education and intervention strategies for this population. Autism Res 2020, 13: 1915-1928. © 2020 The Authors. Autism Research published by International Society for Autism Research and Wiley Periodicals LLC. LAY SUMMARY: We adapted an experimental task to conduct research with autistic children and adolescents with complex needs, who remain grossly underrepresented in autism research. We found that once a reward was presented in great quantity, participants were less motivated to obtain it, showing that they adapted their behavior to changes in the value of that reward. This is an important finding to help promote learning and design better interventions for this population. En ligne : http://dx.doi.org/10.1002/aur.2388 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433

The Witness-Aimed First Account (WAFA): A new technique for interviewing autistic witnesses and victims / Katie MARAS in Autism, 24-6 (August 2020)  

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