Brief Report: Testing the Impairment of Initiation Processes Hypothesis in Autism Spectrum Disorder / Joana C. CARMO in Journal of Autism and Developmental Disorders, 47-4 (April 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1256-1260 Titre : Brief Report: Testing the Impairment of Initiation Processes Hypothesis in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Joana C. CARMO, Auteur ; Elsa DUARTE, Auteur ; Cristiane SOUZA, Auteur ; Sandra PINHO, Auteur ; Carlos N. FILIPE, Auteur Article en page(s) : p.1256-1260 Langues : Anglais (eng) Mots-clés : Executive system  Response initiation  Autism spectrum disorder  Verbal fluency Index. décimale : PER Périodiques Résumé : In the present study we aim at providing further evidences for the validity of an initiation processes impairment in autism spectrum disorder (ASD). We applied different verbal fluency tasks designed to decrease or enhance this limitation. A group of high-functioning individuals with ASD and a group of typically developed individuals matched for -age, -IQ and -education, were tested in three verbal fluency tasks. In task 1, we replicated previous findings of an initiation impairment. In tasks 2 and 3, with simple manipulations, we observed that the differences between the groups were respectively eliminated or enhanced. We have not only provided further evidence of impairments in the initiation of a response, but we remarkably show how to circumvent them. En ligne : http://dx.doi.org/10.1007/s10803-017-3031-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305 [article] Brief Report: Testing the Impairment of Initiation Processes Hypothesis in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Joana C. CARMO, Auteur ; Elsa DUARTE, Auteur ; Cristiane SOUZA, Auteur ; Sandra PINHO, Auteur ; Carlos N. FILIPE, Auteur . - p.1256-1260. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.1256-1260 Mots-clés : Executive system  Response initiation  Autism spectrum disorder  Verbal fluency Index. décimale : PER Périodiques Résumé : In the present study we aim at providing further evidences for the validity of an initiation processes impairment in autism spectrum disorder (ASD). We applied different verbal fluency tasks designed to decrease or enhance this limitation. A group of high-functioning individuals with ASD and a group of typically developed individuals matched for -age, -IQ and -education, were tested in three verbal fluency tasks. In task 1, we replicated previous findings of an initiation impairment. In tasks 2 and 3, with simple manipulations, we observed that the differences between the groups were respectively eliminated or enhanced. We have not only provided further evidence of impairments in the initiation of a response, but we remarkably show how to circumvent them. En ligne : http://dx.doi.org/10.1007/s10803-017-3031-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=305

Contextual effects on visual short-term memory in high-functioning autism spectrum disorders / Cristiane SOUZA in Research in Autism Spectrum Disorders, 32 (December 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 32 (December 2016) . - p.64-69 Titre : Contextual effects on visual short-term memory in high-functioning autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Cristiane SOUZA, Auteur ; Moreno I. COCO, Auteur ; Sandra PINHO, Auteur ; Carlos N. FILIPE, Auteur ; Joana C. CARMO, Auteur Article en page(s) : p.64-69 Langues : Anglais (eng) Mots-clés : Visual short-term memory  Contextual expectations  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : AbstractBackground According to the context blindness hypothesis (Vermeulen, 2012) individuals with autism spectrum disorders (ASD) experience difficulties in processing contextual information. This study re-evaluates this hypothesis by examining the influence exerted by contextual information on visual short-term memory. Method In a visual short-term memory task, we test high-functioning individuals with ASD (N = 21) and a typically developed (TD) group (N = 25) matched on age, education and IQ. In this task, participants are exposed to scenes (e.g., the photo of a restaurant), then shown a target-object that is manipulated according to its contextual Consistency with the scene (e.g., a loaf of bread versus an iron) and finally asked whether they saw the target-object or not. Results The response accuracy was differentially mediated by the Consistency of the target-object for both the ASD and TD groups. In particular, individuals with ASD experienced more difficulty in identifying an inconsistent target when it was present in the scene. Moreover, when a consistent object was absent from the scene, individuals with ASD were more likely to wrongly state its presence than TD individuals. Conclusions Our results challenge a strict interpretation of the context blindness hypothesis by demonstrating that individuals with ASD are as sensitive as TD individuals to contextual information. Individuals with ASD, however, appear to use contextual information differently than TD individuals, as they seem to rely more on consolidated contextual expectations than the TD group. These findings could drive the development of novel expectancy-based teaching strategies. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.09.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=296 [article] Contextual effects on visual short-term memory in high-functioning autism spectrum disorders [Texte imprimé et/ou numérique] / Cristiane SOUZA, Auteur ; Moreno I. COCO, Auteur ; Sandra PINHO, Auteur ; Carlos N. FILIPE, Auteur ; Joana C. CARMO, Auteur . - p.64-69. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 32 (December 2016) . - p.64-69 Mots-clés : Visual short-term memory  Contextual expectations  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : AbstractBackground According to the context blindness hypothesis (Vermeulen, 2012) individuals with autism spectrum disorders (ASD) experience difficulties in processing contextual information. This study re-evaluates this hypothesis by examining the influence exerted by contextual information on visual short-term memory. Method In a visual short-term memory task, we test high-functioning individuals with ASD (N = 21) and a typically developed (TD) group (N = 25) matched on age, education and IQ. In this task, participants are exposed to scenes (e.g., the photo of a restaurant), then shown a target-object that is manipulated according to its contextual Consistency with the scene (e.g., a loaf of bread versus an iron) and finally asked whether they saw the target-object or not. Results The response accuracy was differentially mediated by the Consistency of the target-object for both the ASD and TD groups. In particular, individuals with ASD experienced more difficulty in identifying an inconsistent target when it was present in the scene. Moreover, when a consistent object was absent from the scene, individuals with ASD were more likely to wrongly state its presence than TD individuals. Conclusions Our results challenge a strict interpretation of the context blindness hypothesis by demonstrating that individuals with ASD are as sensitive as TD individuals to contextual information. Individuals with ASD, however, appear to use contextual information differently than TD individuals, as they seem to rely more on consolidated contextual expectations than the TD group. These findings could drive the development of novel expectancy-based teaching strategies. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.09.003 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=296

Preserved Proactive Interference in Autism Spectrum Disorder / Joana C. CARMO in Journal of Autism and Developmental Disorders, 46-1 (January 2016)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.53-63 Titre : Preserved Proactive Interference in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Joana C. CARMO, Auteur ; Elsa DUARTE, Auteur ; Sandra PINHO, Auteur ; Carlos N. FILIPE, Auteur ; J. Frederico MARQUES, Auteur Année de publication : 2016 Article en page(s) : p.53-63 Langues : Anglais (eng) Mots-clés : Système sémantique  Proactive Interference Paradigm  Autism spectrum disorder  Semantic memory  Categorization  Typicality Episodic memory Index. décimale : PER Périodiques Résumé : In this study, we aimed to evaluate further the functioning and structuring of the semantic system in autism spectrum disorders (ASD). We analyzed the performance of 19 high-functioning young adults with ASD and a group of 20 age-, verbal IQ- and education-matched individuals with the Proactive Interference (PI) Paradigm to evaluate semantic functioning in ASD (Experiment 1). In Experiment 2, we analyzed the performances of both groups in a PI paradigm with manipulation of the level of typicality. In both experiments, we observed significant effects of trial and group but no trial by group interactions, which we interpreted as robust evidence of preserved PI (build up effect) that indicated the preservation of semantic mechanisms of encoding and retrieval. En ligne : http://dx.doi.org/10.1007/s10803-015-2540-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278 [article] Preserved Proactive Interference in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Joana C. CARMO, Auteur ; Elsa DUARTE, Auteur ; Sandra PINHO, Auteur ; Carlos N. FILIPE, Auteur ; J. Frederico MARQUES, Auteur . - 2016 . - p.53-63. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 46-1 (January 2016) . - p.53-63 Mots-clés : Système sémantique  Proactive Interference Paradigm  Autism spectrum disorder  Semantic memory  Categorization  Typicality Episodic memory Index. décimale : PER Périodiques Résumé : In this study, we aimed to evaluate further the functioning and structuring of the semantic system in autism spectrum disorders (ASD). We analyzed the performance of 19 high-functioning young adults with ASD and a group of 20 age-, verbal IQ- and education-matched individuals with the Proactive Interference (PI) Paradigm to evaluate semantic functioning in ASD (Experiment 1). In Experiment 2, we analyzed the performances of both groups in a PI paradigm with manipulation of the level of typicality. In both experiments, we observed significant effects of trial and group but no trial by group interactions, which we interpreted as robust evidence of preserved PI (build up effect) that indicated the preservation of semantic mechanisms of encoding and retrieval. En ligne : http://dx.doi.org/10.1007/s10803-015-2540-4 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=278

The Distinctive Pattern of Declarative Memories in Autism Spectrum Disorder: Further Evidence of Episodic Memory Constraints / Cristiane SOUZA in Journal of Autism and Developmental Disorders, 53-8 (August 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-8 (August 2023) . - p.3012-3022 Titre : The Distinctive Pattern of Declarative Memories in Autism Spectrum Disorder: Further Evidence of Episodic Memory Constraints Type de document : Texte imprimé et/ou numérique Auteurs : Cristiane SOUZA, Auteur ; Margarida V. GARRIDO, Auteur ; Oleksandr V. HORCHAK, Auteur ; J. Bernardo BARAHONA-CORREA, Auteur ; Joana C. CARMO, Auteur Article en page(s) : p.3012-3022 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : This study examines declarative memory retrieval in ASD depending on the availability and access to stored conceptual knowledge. Fifteen autistic participants and a matched control group of 18 typically-developed (TD) volunteers completed a Remember-Know paradigm manipulated by encoding-type (categorical, perceptual) and item-typicality (high-typical, low-typical). The autistic group showed worse and slower recognition and less recollection but equivalent familiarity-based memories compared to TDs. Notably, low-typical items did not improve their memories as they did for TDs, likely due to difficulties in matching low-fit information to the stored schema. Results suggest that memory decline in ASD may derive from the episodic system and its dynamics with the semantic system. These findings may inform interventional strategies for enhancing learning abilities in ASD. En ligne : https://doi.org/10.1007/s10803-022-05579-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508 [article] The Distinctive Pattern of Declarative Memories in Autism Spectrum Disorder: Further Evidence of Episodic Memory Constraints [Texte imprimé et/ou numérique] / Cristiane SOUZA, Auteur ; Margarida V. GARRIDO, Auteur ; Oleksandr V. HORCHAK, Auteur ; J. Bernardo BARAHONA-CORREA, Auteur ; Joana C. CARMO, Auteur . - p.3012-3022. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-8 (August 2023) . - p.3012-3022 Index. décimale : PER Périodiques Résumé : This study examines declarative memory retrieval in ASD depending on the availability and access to stored conceptual knowledge. Fifteen autistic participants and a matched control group of 18 typically-developed (TD) volunteers completed a Remember-Know paradigm manipulated by encoding-type (categorical, perceptual) and item-typicality (high-typical, low-typical). The autistic group showed worse and slower recognition and less recollection but equivalent familiarity-based memories compared to TDs. Notably, low-typical items did not improve their memories as they did for TDs, likely due to difficulties in matching low-fit information to the stored schema. Results suggest that memory decline in ASD may derive from the episodic system and its dynamics with the semantic system. These findings may inform interventional strategies for enhancing learning abilities in ASD. En ligne : https://doi.org/10.1007/s10803-022-05579-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=508

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