A comparison of selective attention and facial processing biases in typically developing children who are high and low in self-reported trait anxiety / Anne RICHARDS in Development and Psychopathology, 19-2 (Spring 2007)  

Public ISBD [article]  inDevelopment and Psychopathology > 19-2 (Spring 2007) . - p.481-495 Titre : A comparison of selective attention and facial processing biases in typically developing children who are high and low in self-reported trait anxiety Type de document : Texte imprimé et/ou numérique Auteurs : Anne RICHARDS, Auteur ; Christopher C. FRENCH, Auteur ; Gilly NASH, Auteur ; Julie A. HADWIN, Auteur ; Nick DONNELLY, Auteur Année de publication : 2007 Article en page(s) : p.481-495 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The relationship between children's anxiety and cognitive biases was examined in two tasks. A group of 50 children aged 10 to 11 years (mean = 11 years, SD = 3.71 months) was given two tasks. The first tested children's selective attention (SA) to threat in an emotional Stroop task. The second explored facial processing biases using morphed angry-neutral and happy-neutral emotional expressions that varied in intensity. Faces with varying levels of emotion (25% emotion–75% neutral, 50% emotion–50% neutral, 100% emotion–0% neutral [prototype] and 150% emotion–0% neutral [caricature]) were judged as being angry or happy. Results support previous work highlighting a link between anxiety and SA to threat. In addition, increased anxiety in late childhood is associated with decreased ability to discriminate facial expression. Finally, lack of discrimination in the emotional expression task was related to lack of inhibition to threat in the Stroop task. En ligne : http://dx.doi.org/10.1017/s095457940707023x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=104 [article] A comparison of selective attention and facial processing biases in typically developing children who are high and low in self-reported trait anxiety [Texte imprimé et/ou numérique] / Anne RICHARDS, Auteur ; Christopher C. FRENCH, Auteur ; Gilly NASH, Auteur ; Julie A. HADWIN, Auteur ; Nick DONNELLY, Auteur . - 2007 . - p.481-495. Langues : Anglais (eng) in Development and Psychopathology > 19-2 (Spring 2007) . - p.481-495 Index. décimale : PER Périodiques Résumé : The relationship between children's anxiety and cognitive biases was examined in two tasks. A group of 50 children aged 10 to 11 years (mean = 11 years, SD = 3.71 months) was given two tasks. The first tested children's selective attention (SA) to threat in an emotional Stroop task. The second explored facial processing biases using morphed angry-neutral and happy-neutral emotional expressions that varied in intensity. Faces with varying levels of emotion (25% emotion–75% neutral, 50% emotion–50% neutral, 100% emotion–0% neutral [prototype] and 150% emotion–0% neutral [caricature]) were judged as being angry or happy. Results support previous work highlighting a link between anxiety and SA to threat. In addition, increased anxiety in late childhood is associated with decreased ability to discriminate facial expression. Finally, lack of discrimination in the emotional expression task was related to lack of inhibition to threat in the Stroop task. En ligne : http://dx.doi.org/10.1017/s095457940707023x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=104

Do measures of memory, language, and attention predict eyewitness memory in children with and without autism? / Lucy A. HENRY in Autism & Developmental Language Impairments, 2 (January-December 2017)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 2 (January-December 2017) Titre : Do measures of memory, language, and attention predict eyewitness memory in children with and without autism? Type de document : Texte imprimé et/ou numérique Auteurs : Lucy A. HENRY, Auteur ; David J. MESSER, Auteur ; Rachel WILCOCK, Auteur ; Gilly NASH, Auteur ; Mimi KIRKE-SMITH, Auteur ; Zoe HOBSON, Auteur ; Laura CRANE, Auteur Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Background and aimsThere are few investigations of the relationship between cognitive abilities (memory, language, and attention) and children?s eyewitness performance in typically developing children, and even fewer in children on the autism spectrum. Such investigations are important to identify key cognitive processes underlying eyewitness recall, and assess how predictive such measures are compared to intelligence, diagnostic group status (autism or typically developing) and age.MethodsA total of 272 children (162 boys, 110 girls) of age 76 months to 142 months (M=105 months) took part in this investigation: 71 children with autism and 201 children with typical development. The children saw a staged event involving a minor mock crime and were asked about what they had witnessed in an immediate Brief Interview. This focused on free recall, included a small number of open-ended questions, and was designed to resemble an initial evidence gathering statement taken by police officers arriving at a crime scene. Children were also given standardised tests of intelligence, memory, language, and attention.Results & conclusionsDespite the autism group recalling significantly fewer items of correct information than the typically developing group at Brief Interview, both groups were equally accurate in their recall: 89% of details recalled by the typically developing group and 87% of the details recalled by the autism group were correct. To explore the relationship between Brief Interview performance and the cognitive variables, alongside age, diagnostic group status and non-verbal intelligence quotient, multiple hierarchical regression analyses were conducted, with Brief Interview performance as the dependant variable. Age and diagnostic group status were significant predictors of correct recall, whereas non-verbal intelligence was less important. After age, non-verbal intelligence, and diagnostic group status had been accounted for, the only cognitive variables that were significant predictors of Brief Interview performance were measures of memory (specifically, memory for faces and memory for stories). There was little evidence of there being differences between the autism and typically developing groups in the way the cognitive variables predicted the Brief Interview.ImplicationsThe findings provide reassurance that age ? the most straightforward information to which all relevant criminal justice professionals have access ? provides a helpful indication of eyewitness performance. The accuracy of prediction can be improved by knowing the child?s diagnostic status (i.e. whether the child is on the autism spectrum), and further still by using more specific assessments (namely memory for faces and memory for stories), possibly via the input of a trained professional. Importantly, the findings also confirm that whilst children with autism may recall less information than typically developing children, the information they do recall is just as accurate. En ligne : https://doi.org/10.1177/2396941517722139 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 [article] Do measures of memory, language, and attention predict eyewitness memory in children with and without autism? [Texte imprimé et/ou numérique] / Lucy A. HENRY, Auteur ; David J. MESSER, Auteur ; Rachel WILCOCK, Auteur ; Gilly NASH, Auteur ; Mimi KIRKE-SMITH, Auteur ; Zoe HOBSON, Auteur ; Laura CRANE, Auteur. Langues : Anglais (eng) in Autism & Developmental Language Impairments > 2 (January-December 2017) Index. décimale : PER Périodiques Résumé : Background and aimsThere are few investigations of the relationship between cognitive abilities (memory, language, and attention) and children?s eyewitness performance in typically developing children, and even fewer in children on the autism spectrum. Such investigations are important to identify key cognitive processes underlying eyewitness recall, and assess how predictive such measures are compared to intelligence, diagnostic group status (autism or typically developing) and age.MethodsA total of 272 children (162 boys, 110 girls) of age 76 months to 142 months (M=105 months) took part in this investigation: 71 children with autism and 201 children with typical development. The children saw a staged event involving a minor mock crime and were asked about what they had witnessed in an immediate Brief Interview. This focused on free recall, included a small number of open-ended questions, and was designed to resemble an initial evidence gathering statement taken by police officers arriving at a crime scene. Children were also given standardised tests of intelligence, memory, language, and attention.Results & conclusionsDespite the autism group recalling significantly fewer items of correct information than the typically developing group at Brief Interview, both groups were equally accurate in their recall: 89% of details recalled by the typically developing group and 87% of the details recalled by the autism group were correct. To explore the relationship between Brief Interview performance and the cognitive variables, alongside age, diagnostic group status and non-verbal intelligence quotient, multiple hierarchical regression analyses were conducted, with Brief Interview performance as the dependant variable. Age and diagnostic group status were significant predictors of correct recall, whereas non-verbal intelligence was less important. After age, non-verbal intelligence, and diagnostic group status had been accounted for, the only cognitive variables that were significant predictors of Brief Interview performance were measures of memory (specifically, memory for faces and memory for stories). There was little evidence of there being differences between the autism and typically developing groups in the way the cognitive variables predicted the Brief Interview.ImplicationsThe findings provide reassurance that age ? the most straightforward information to which all relevant criminal justice professionals have access ? provides a helpful indication of eyewitness performance. The accuracy of prediction can be improved by knowing the child?s diagnostic status (i.e. whether the child is on the autism spectrum), and further still by using more specific assessments (namely memory for faces and memory for stories), possibly via the input of a trained professional. Importantly, the findings also confirm that whilst children with autism may recall less information than typically developing children, the information they do recall is just as accurate. En ligne : https://doi.org/10.1177/2396941517722139 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386

Executive functioning in children with specific language impairment / Lucy A. HENRY in Journal of Child Psychology and Psychiatry, 53-1 (January 2012)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 53-1 (January 2012) . - p.37-45 Titre : Executive functioning in children with specific language impairment Type de document : Texte imprimé et/ou numérique Auteurs : Lucy A. HENRY, Auteur ; David J. MESSER, Auteur ; Gilly NASH, Auteur Année de publication : 2012 Article en page(s) : p.37-45 Langues : Anglais (eng) Mots-clés : Specific language impairment  executive functioning  children  verbal IQ  nonverbal IQ Index. décimale : PER Périodiques Résumé : Background:  A limited range of evidence suggests that children with specific language impairment (SLI) have difficulties with higher order thinking and reasoning skills (executive functioning, EF). This study involved a comprehensive investigation of EF in this population taking into account the contributions of age, nonverbal IQ and verbal ability. Methods:  Ten separate measures of EF were assessed in 160 children: 41 had SLI; 31 had low language/cognitive functioning but did not fulfil the criteria for SLI (low language functioning or LLF); and 88 were typically developing with no language difficulties. Group differences in performance were assessed after controlling for age, nonverbal IQ and verbal ability in a series of regression analyses. Results:  Children with SLI and LLF had significantly lower performance than typical children on 6 of the 10 EF tasks once age and nonverbal IQ had been controlled (verbal and nonverbal executive-loaded working memory, verbal and nonverbal fluency, nonverbal inhibition and nonverbal planning). Performance on these EF tasks remained lower for those in the SLI group even when verbal IQ was entered in the regressions. Conclusions:  Children with language impairments showed marked difficulties on a range of EF tasks. These difficulties were present even when adjustments were made for their verbal abilities. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02430.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148 [article] Executive functioning in children with specific language impairment [Texte imprimé et/ou numérique] / Lucy A. HENRY, Auteur ; David J. MESSER, Auteur ; Gilly NASH, Auteur . - 2012 . - p.37-45. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 53-1 (January 2012) . - p.37-45 Mots-clés : Specific language impairment  executive functioning  children  verbal IQ  nonverbal IQ Index. décimale : PER Périodiques Résumé : Background:  A limited range of evidence suggests that children with specific language impairment (SLI) have difficulties with higher order thinking and reasoning skills (executive functioning, EF). This study involved a comprehensive investigation of EF in this population taking into account the contributions of age, nonverbal IQ and verbal ability. Methods:  Ten separate measures of EF were assessed in 160 children: 41 had SLI; 31 had low language/cognitive functioning but did not fulfil the criteria for SLI (low language functioning or LLF); and 88 were typically developing with no language difficulties. Group differences in performance were assessed after controlling for age, nonverbal IQ and verbal ability in a series of regression analyses. Results:  Children with SLI and LLF had significantly lower performance than typical children on 6 of the 10 EF tasks once age and nonverbal IQ had been controlled (verbal and nonverbal executive-loaded working memory, verbal and nonverbal fluency, nonverbal inhibition and nonverbal planning). Performance on these EF tasks remained lower for those in the SLI group even when verbal IQ was entered in the regressions. Conclusions:  Children with language impairments showed marked difficulties on a range of EF tasks. These difficulties were present even when adjustments were made for their verbal abilities. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02430.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=148

Eyewitness identification in child witnesses on the autism spectrum / Rachel WILCOCK in Research in Autism Spectrum Disorders, 66 (October 2019)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 66 (October 2019) . - p.101407 Titre : Eyewitness identification in child witnesses on the autism spectrum Type de document : Texte imprimé et/ou numérique Auteurs : Rachel WILCOCK, Auteur ; Laura CRANE, Auteur ; Zoe HOBSON, Auteur ; Gilly NASH, Auteur ; Mimi KIRKE-SMITH, Auteur ; Lucy A. HENRY, Auteur Article en page(s) : p.101407 Langues : Anglais (eng) Mots-clés : Autism  Eyewitness memory  Identification lineup  Face memory  Child witnesses Index. décimale : PER Périodiques Résumé : Background Although there is increasing interest in the capabilities of children with autism at different stages of the criminal justice process, there is little research into how well this group perform when asked to identify perpetrators from identification lineups. This is despite theoretical and empirical literature suggesting that autistic children experience face recognition memory difficulties. Method As part of a broader study into eyewitness memory skills, 50 children with autism and 162 children with typical development (TD) (all with IQs?>?69) watched a mock crime event (either live or on a video) involving two male perpetrators. One week later, their eyewitness identification skills were compared, with children asked to identify the perpetrators from two ecologically valid video lineups. The children were also assessed on a standardised face memory task. Results When asked to identify perpetrators in the video lineups, in many respects the autistic children performed at an equivalent level to the TD children. This was despite the TD children outperforming the autistic children on the standardized face memory task. Conclusions These preliminary findings suggest that group differences between autistic and TD children may not always emerge on an ecologically valid, real world eyewitness identification lineup task, despite autistic children showing poorer performance on a standardized face memory task. However, as identification performance in both groups was low, it remains important for future research to identify how to scaffold eyewitness identification performance in both children with and without an autism diagnosis. En ligne : https://doi.org/10.1016/j.rasd.2019.05.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404 [article] Eyewitness identification in child witnesses on the autism spectrum [Texte imprimé et/ou numérique] / Rachel WILCOCK, Auteur ; Laura CRANE, Auteur ; Zoe HOBSON, Auteur ; Gilly NASH, Auteur ; Mimi KIRKE-SMITH, Auteur ; Lucy A. HENRY, Auteur . - p.101407. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 66 (October 2019) . - p.101407 Mots-clés : Autism  Eyewitness memory  Identification lineup  Face memory  Child witnesses Index. décimale : PER Périodiques Résumé : Background Although there is increasing interest in the capabilities of children with autism at different stages of the criminal justice process, there is little research into how well this group perform when asked to identify perpetrators from identification lineups. This is despite theoretical and empirical literature suggesting that autistic children experience face recognition memory difficulties. Method As part of a broader study into eyewitness memory skills, 50 children with autism and 162 children with typical development (TD) (all with IQs?>?69) watched a mock crime event (either live or on a video) involving two male perpetrators. One week later, their eyewitness identification skills were compared, with children asked to identify the perpetrators from two ecologically valid video lineups. The children were also assessed on a standardised face memory task. Results When asked to identify perpetrators in the video lineups, in many respects the autistic children performed at an equivalent level to the TD children. This was despite the TD children outperforming the autistic children on the standardized face memory task. Conclusions These preliminary findings suggest that group differences between autistic and TD children may not always emerge on an ecologically valid, real world eyewitness identification lineup task, despite autistic children showing poorer performance on a standardized face memory task. However, as identification performance in both groups was low, it remains important for future research to identify how to scaffold eyewitness identification performance in both children with and without an autism diagnosis. En ligne : https://doi.org/10.1016/j.rasd.2019.05.007 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=404

Verbal, Visual, and Intermediary Support for Child Witnesses with Autism During Investigative Interviews / Lucy A. HENRY in Journal of Autism and Developmental Disorders, 47-8 (August 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-8 (August 2017) . - p.2348-2362 Titre : Verbal, Visual, and Intermediary Support for Child Witnesses with Autism During Investigative Interviews Type de document : Texte imprimé et/ou numérique Auteurs : Lucy A. HENRY, Auteur ; Laura CRANE, Auteur ; Gilly NASH, Auteur ; Zoe HOBSON, Auteur ; Mimi KIRKE-SMITH, Auteur ; Rachel WILCOCK, Auteur Article en page(s) : p.2348-2362 Langues : Anglais (eng) Mots-clés : Autism Investigative interviews  Eyewitness memory  Verbal labels  Sketch reinstatement of context  Registered intermediaries Index. décimale : PER Périodiques Résumé : Three promising investigative interview interventions were assessed in 270 children (age 6–11 years): 71 with autism spectrum disorder (ASD) and 199 who were typically developing (TD). Children received ‘Verbal Labels’, ‘Sketch Reinstatement of Context’ or ‘Registered Intermediary’ interviews designed to improve interview performance without decreasing accuracy. Children with ASD showed no increases in the number of correct details recalled for any of the three interview types (compared to a Best-Practice police interview), whereas TD children showed significant improvements in the Registered Intermediary and Verbal Labels interviews. Findings suggested that children with ASD can perform as well as TD children in certain types of investigative interviews, but some expected benefits (e.g., of Registered Intermediaries) were not apparent in this study. En ligne : https://doi.org/10.1007/s10803-017-3142-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314 [article] Verbal, Visual, and Intermediary Support for Child Witnesses with Autism During Investigative Interviews [Texte imprimé et/ou numérique] / Lucy A. HENRY, Auteur ; Laura CRANE, Auteur ; Gilly NASH, Auteur ; Zoe HOBSON, Auteur ; Mimi KIRKE-SMITH, Auteur ; Rachel WILCOCK, Auteur . - p.2348-2362. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-8 (August 2017) . - p.2348-2362 Mots-clés : Autism Investigative interviews  Eyewitness memory  Verbal labels  Sketch reinstatement of context  Registered intermediaries Index. décimale : PER Périodiques Résumé : Three promising investigative interview interventions were assessed in 270 children (age 6–11 years): 71 with autism spectrum disorder (ASD) and 199 who were typically developing (TD). Children received ‘Verbal Labels’, ‘Sketch Reinstatement of Context’ or ‘Registered Intermediary’ interviews designed to improve interview performance without decreasing accuracy. Children with ASD showed no increases in the number of correct details recalled for any of the three interview types (compared to a Best-Practice police interview), whereas TD children showed significant improvements in the Registered Intermediary and Verbal Labels interviews. Findings suggested that children with ASD can perform as well as TD children in certain types of investigative interviews, but some expected benefits (e.g., of Registered Intermediaries) were not apparent in this study. En ligne : https://doi.org/10.1007/s10803-017-3142-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=314

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