Dépouillements

Editorial: Evaluating new and old treatments for ADHD / Daniel Samuel PINE in Journal of Child Psychology and Psychiatry, 50-7 (July 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.767-768 Titre : Editorial: Evaluating new and old treatments for ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Daniel Samuel PINE, Auteur Année de publication : 2009 Article en page(s) : p.767-768 Langues : Anglais (eng) Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02120.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=770 [article] Editorial: Evaluating new and old treatments for ADHD [Texte imprimé et/ou numérique] / Daniel Samuel PINE, Auteur . - 2009 . - p.767-768. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.767-768 Index. décimale : PER Périodiques En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02120.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=770

Research Review: The relationship between childhood violence exposure and juvenile antisocial behavior: a meta-analytic review / Helen W. WILSON in Journal of Child Psychology and Psychiatry, 50-7 (July 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.769-779 Titre : Research Review: The relationship between childhood violence exposure and juvenile antisocial behavior: a meta-analytic review Type de document : Texte imprimé et/ou numérique Auteurs : Helen W. WILSON, Auteur ; Carla SMITH STOVER, Auteur ; Steven J. BERKOWITZ, Auteur Année de publication : 2009 Article en page(s) : p.769-779 Langues : Anglais (eng) Mots-clés : Childhood-violence-exposure antisocial-behavior adolescence delinquency Index. décimale : PER Périodiques Résumé : Background: The connection between childhood violence exposure and antisocial behavior in adolescence has received much attention and has important implications for understanding and preventing criminal behavior. However, there are a limited number of well-designed prospective studies that can suggest a causal relationship, and little is known about the magnitude of the relationship. Methods: This meta-analysis provides a quantitative comparison of 18 studies (N = 18,245) assessing the relationship between childhood (before age 12) violence exposure and adolescent antisocial behavior. An overall effect size (Cohen's d) was calculated for each study, an average for the 18 studies, and averages for subsets of analyses within studies. Results: Results indicated a small effect from prospective studies (d = .31) and a large effect from cross-sectional studies (d = .88). The effect for victimization (d = .61) was larger than for witnessing violence (d = .15). Conclusions: Effect size varied across studies employing different methodologies, populations, and conceptualizations of violence exposure and antisocial behavior. These findings do not support a simple, direct link from early violence exposure to antisocial behavior but suggest that many factors influence this relationship. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01974.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=770 [article] Research Review: The relationship between childhood violence exposure and juvenile antisocial behavior: a meta-analytic review [Texte imprimé et/ou numérique] / Helen W. WILSON, Auteur ; Carla SMITH STOVER, Auteur ; Steven J. BERKOWITZ, Auteur . - 2009 . - p.769-779. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.769-779 Mots-clés : Childhood-violence-exposure antisocial-behavior adolescence delinquency Index. décimale : PER Périodiques Résumé : Background: The connection between childhood violence exposure and antisocial behavior in adolescence has received much attention and has important implications for understanding and preventing criminal behavior. However, there are a limited number of well-designed prospective studies that can suggest a causal relationship, and little is known about the magnitude of the relationship. Methods: This meta-analysis provides a quantitative comparison of 18 studies (N = 18,245) assessing the relationship between childhood (before age 12) violence exposure and adolescent antisocial behavior. An overall effect size (Cohen's d) was calculated for each study, an average for the 18 studies, and averages for subsets of analyses within studies. Results: Results indicated a small effect from prospective studies (d = .31) and a large effect from cross-sectional studies (d = .88). The effect for victimization (d = .61) was larger than for witnessing violence (d = .15). Conclusions: Effect size varied across studies employing different methodologies, populations, and conceptualizations of violence exposure and antisocial behavior. These findings do not support a simple, direct link from early violence exposure to antisocial behavior but suggest that many factors influence this relationship. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.01974.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=770

Is neurofeedback an efficacious treatment for ADHD? A randomised controlled clinical trial / Holger GEVENSLEBEN in Journal of Child Psychology and Psychiatry, 50-7 (July 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.780-789 Titre : Is neurofeedback an efficacious treatment for ADHD? A randomised controlled clinical trial Type de document : Texte imprimé et/ou numérique Auteurs : Holger GEVENSLEBEN, Auteur ; Aribert ROTHENBERGER, Auteur ; Petra STUDER, Auteur ; Oliver KRATZ, Auteur ; Dieter SCHLAMP, Auteur ; Claudia VOGEL, Auteur ; Birgit HOLL, Auteur ; Hartmut HEINRICH, Auteur ; Björn ALBRECHT, Auteur ; Gunther H. MOLL, Auteur Année de publication : 2009 Article en page(s) : p.780-789 Langues : Anglais (eng) Mots-clés : Neurofeedback attention-deficit/hyperactivity-disorder-(ADHD) slow-corticalpotentials-(SCPs) theta/beta-training randomised-controlled-trial-(RCT) EEG Index. décimale : PER Périodiques Résumé : Background: For children with attention deficit/hyperactivity disorder (ADHD), a reduction of inattention, impulsivity and hyperactivity by neurofeedback (NF) has been reported in several studies. But so far, unspecific training effects have not been adequately controlled for and/or studies do not provide sufficient statistical power. To overcome these methodological shortcomings we evaluated the clinical efficacy of neurofeedback in children with ADHD in a multisite randomised controlled study using a computerised attention skills training as a control condition. Methods: 102 children with ADHD, aged 8 to 12 years, participated in the study. Children performed either 36 sessions of NF training or a computerised attention skills training within two blocks of about four weeks each (randomised group assignment). The combined NF treatment consisted of one block of theta/beta training and one block of slow cortical potential (SCP) training. Pre-training, intermediate and post-training assessment encompassed several behaviour rating scales (e.g., the German ADHD rating scale, FBB-HKS) completed by parents and teachers. Evaluation ('placebo') scales were applied to control for parental expectations and satisfaction with the treatment. Results: For parent and teacher ratings, improvements in the NF group were superior to those of the control group. For the parent-rated FBB-HKS total score (primary outcome measure), the effect size was .60. Comparable effects were obtained for the two NF protocols (theta/beta training, SCP training). Parental attitude towards the treatment did not differ between NF and control group. Conclusions: Superiority of the combined NF training indicates clinical efficacy of NF in children with ADHD. Future studies should further address the specificity of effects and how to optimise the benefit of NF as treatment module for ADHD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02033.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771 [article] Is neurofeedback an efficacious treatment for ADHD? A randomised controlled clinical trial [Texte imprimé et/ou numérique] / Holger GEVENSLEBEN, Auteur ; Aribert ROTHENBERGER, Auteur ; Petra STUDER, Auteur ; Oliver KRATZ, Auteur ; Dieter SCHLAMP, Auteur ; Claudia VOGEL, Auteur ; Birgit HOLL, Auteur ; Hartmut HEINRICH, Auteur ; Björn ALBRECHT, Auteur ; Gunther H. MOLL, Auteur . - 2009 . - p.780-789. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.780-789 Mots-clés : Neurofeedback attention-deficit/hyperactivity-disorder-(ADHD) slow-corticalpotentials-(SCPs) theta/beta-training randomised-controlled-trial-(RCT) EEG Index. décimale : PER Périodiques Résumé : Background: For children with attention deficit/hyperactivity disorder (ADHD), a reduction of inattention, impulsivity and hyperactivity by neurofeedback (NF) has been reported in several studies. But so far, unspecific training effects have not been adequately controlled for and/or studies do not provide sufficient statistical power. To overcome these methodological shortcomings we evaluated the clinical efficacy of neurofeedback in children with ADHD in a multisite randomised controlled study using a computerised attention skills training as a control condition. Methods: 102 children with ADHD, aged 8 to 12 years, participated in the study. Children performed either 36 sessions of NF training or a computerised attention skills training within two blocks of about four weeks each (randomised group assignment). The combined NF treatment consisted of one block of theta/beta training and one block of slow cortical potential (SCP) training. Pre-training, intermediate and post-training assessment encompassed several behaviour rating scales (e.g., the German ADHD rating scale, FBB-HKS) completed by parents and teachers. Evaluation ('placebo') scales were applied to control for parental expectations and satisfaction with the treatment. Results: For parent and teacher ratings, improvements in the NF group were superior to those of the control group. For the parent-rated FBB-HKS total score (primary outcome measure), the effect size was .60. Comparable effects were obtained for the two NF protocols (theta/beta training, SCP training). Parental attitude towards the treatment did not differ between NF and control group. Conclusions: Superiority of the combined NF training indicates clinical efficacy of NF in children with ADHD. Future studies should further address the specificity of effects and how to optimise the benefit of NF as treatment module for ADHD. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02033.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771

Conscientiousness as a mediator of the association between masculinized finger-length ratios and attention-deficit/hyperactivity disorder (ADHD) / Michelle M. MARTEL in Journal of Child Psychology and Psychiatry, 50-7 (July 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.790-798 Titre : Conscientiousness as a mediator of the association between masculinized finger-length ratios and attention-deficit/hyperactivity disorder (ADHD) Type de document : Texte imprimé et/ou numérique Auteurs : Michelle M. MARTEL, Auteur Année de publication : 2009 Article en page(s) : p.790-798 Langues : Anglais (eng) Mots-clés : ADHD hormones personality mediation Index. décimale : PER Périodiques Résumé : Background: One often-overlooked biological risk factor that may help explain sex-biased prevalence rates in psychopathology is sex hormones. Personality traits, which also show sex differences, may mediate relations between biological risk factors like hormones and childhood psychopathology such as ADHD (or, alternatively, be independent risk factors). Methods: Three hundred and twelve children/adolescents (178 boys, 134 girls) between the ages of 8 and 17 completed a comprehensive, multistage, clinical diagnostic procedure; 168 children were diagnosed with ADHD and 144 were classified as non-ADHD comparison controls. Primary caregivers completed the California Q-sort in order to provide a measure of conscientiousness. Finger-length ratios (specifically right 2D:4D) served as a proxy of prenatal testosterone exposure (relative to estrogen). Results: Lower levels of conscientiousness statistically mediated the relationship between more masculine right 2D:4D (i.e., increased prenatal testosterone exposure) and increased ADHD inattentive symptoms. Conclusion: More masculinized finger-length ratios show associations with ADHD symptoms, possibly acting through the trait mechanism of conscientiousness. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02065.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771 [article] Conscientiousness as a mediator of the association between masculinized finger-length ratios and attention-deficit/hyperactivity disorder (ADHD) [Texte imprimé et/ou numérique] / Michelle M. MARTEL, Auteur . - 2009 . - p.790-798. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.790-798 Mots-clés : ADHD hormones personality mediation Index. décimale : PER Périodiques Résumé : Background: One often-overlooked biological risk factor that may help explain sex-biased prevalence rates in psychopathology is sex hormones. Personality traits, which also show sex differences, may mediate relations between biological risk factors like hormones and childhood psychopathology such as ADHD (or, alternatively, be independent risk factors). Methods: Three hundred and twelve children/adolescents (178 boys, 134 girls) between the ages of 8 and 17 completed a comprehensive, multistage, clinical diagnostic procedure; 168 children were diagnosed with ADHD and 144 were classified as non-ADHD comparison controls. Primary caregivers completed the California Q-sort in order to provide a measure of conscientiousness. Finger-length ratios (specifically right 2D:4D) served as a proxy of prenatal testosterone exposure (relative to estrogen). Results: Lower levels of conscientiousness statistically mediated the relationship between more masculine right 2D:4D (i.e., increased prenatal testosterone exposure) and increased ADHD inattentive symptoms. Conclusion: More masculinized finger-length ratios show associations with ADHD symptoms, possibly acting through the trait mechanism of conscientiousness. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02065.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771

An observational study of the interactions of socially withdrawn/anxious early adolescents and their friends / Barry H. SCHNEIDER in Journal of Child Psychology and Psychiatry, 50-7 (July 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.799-806 Titre : An observational study of the interactions of socially withdrawn/anxious early adolescents and their friends Type de document : Texte imprimé et/ou numérique Auteurs : Barry H. SCHNEIDER, Auteur Année de publication : 2009 Article en page(s) : p.799-806 Langues : Anglais (eng) Mots-clés : Shyness internalizing-disorder social-behavior Index. décimale : PER Périodiques Résumé : Background: The friendships of socially withdrawn/anxious children and early adolescents have been found to lack critical rewarding qualities. Observational research may help elucidate the obstacles they face in forming and maintaining high-quality friendships with sociable peers. Method: We observed the interactions of 38 socially withdrawn early adolescents with their friends and compared them to a community control group. Results: In negotiating the sharing of an object, the socially withdrawn, anxious group was more passive than controls. The socially withdrawn, anxious participants engaged less actively in a fast-paced game involving miniature cars. While completing a quiet drawing task, the socially anxious, withdrawn participants tended to refrain from comparing their work to that of their friends. In all three of our closed-field situations, the socially withdrawn, anxious participants displayed relatively neutral affect in comparison with the control group. Conclusions: These results suggest that the social withdrawal and social anxiety of children with social phobia are very evident even within the confines of their close friendships. Therefore, therapeutic interventions at the level of the dyad may be indicated. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02056.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771 [article] An observational study of the interactions of socially withdrawn/anxious early adolescents and their friends [Texte imprimé et/ou numérique] / Barry H. SCHNEIDER, Auteur . - 2009 . - p.799-806. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.799-806 Mots-clés : Shyness internalizing-disorder social-behavior Index. décimale : PER Périodiques Résumé : Background: The friendships of socially withdrawn/anxious children and early adolescents have been found to lack critical rewarding qualities. Observational research may help elucidate the obstacles they face in forming and maintaining high-quality friendships with sociable peers. Method: We observed the interactions of 38 socially withdrawn early adolescents with their friends and compared them to a community control group. Results: In negotiating the sharing of an object, the socially withdrawn, anxious group was more passive than controls. The socially withdrawn, anxious participants engaged less actively in a fast-paced game involving miniature cars. While completing a quiet drawing task, the socially anxious, withdrawn participants tended to refrain from comparing their work to that of their friends. In all three of our closed-field situations, the socially withdrawn, anxious participants displayed relatively neutral affect in comparison with the control group. Conclusions: These results suggest that the social withdrawal and social anxiety of children with social phobia are very evident even within the confines of their close friendships. Therefore, therapeutic interventions at the level of the dyad may be indicated. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02056.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771

Psychological subtyping finds pathological, impulsive, and 'normal'groups among adolescents who self-harm / Sarah STANFORD in Journal of Child Psychology and Psychiatry, 50-7 (July 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.807-815 Titre : Psychological subtyping finds pathological, impulsive, and 'normal'groups among adolescents who self-harm Type de document : Texte imprimé et/ou numérique Auteurs : Sarah STANFORD, Auteur ; Michael P. JONES, Auteur Année de publication : 2009 Article en page(s) : p.807-815 Langues : Anglais (eng) Mots-clés : Self-harm adolescence coping-strategies psychopathology depression behaviour-problems child-development Index. décimale : PER Périodiques Résumé : Background: Research to date suggests that as many as 12–15% of young people engage in self-harm behaviour; however, the current understanding of the psychological basis of adolescent self-harm is limited. The objective was to determine whether adolescents who self-harm are a psychologically homogenous group. It was hypothesised that psychological subtypes would exist and these groups would report different rates of self-harm. Method: Nine hundred and forty-four school students aged 11 to 19 and 166 first-year psychology students aged 21 or younger completed a self-report questionnaire. Participants were aged 11 to 21 (mean = 15.4, SD = 2.1). Sixty-two percent of the sample were female (n = 692). Students were allocated to psychologically distinct groups. Rates of self-harm were compared for the psychological subtypes of self-harmers. Results: Two hundred and thirty-four participants reported lifetime self-harm (21.1%; 95% CI 19–23%) and 78 reported recent self-harm (7.0%; 95% CI 6.7–7.3%). The present study identified three psychologically quite distinct groups of adolescents within those who reported self-harm – a psychologically pathological group, a psychologically 'normal' group, and an impulsive group. The pathological group reported the highest rate of recent self-harm (50.9%); the psychologically 'normal' and impulsive groups reported similar rates of self-harm (28.7% and 24.6%, respectively). Conclusions: Adolescents who self-harm are not a psychologically homogenous group. One pathological subtype of self-harmers appears to most closely reflect a number of the psychological and social factors previously associated with self-harm. However, a large proportion of the sample was allocated the psychologically 'normal' subtype. This finding highlights the importance of psychological screening of adolescents presenting for treatment for self-harm as subtypes of self-harmers may require disparate strategies for intervention. Further research is required in order to identify appropriate treatment strategies for each subtype. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02067.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771 [article] Psychological subtyping finds pathological, impulsive, and 'normal'groups among adolescents who self-harm [Texte imprimé et/ou numérique] / Sarah STANFORD, Auteur ; Michael P. JONES, Auteur . - 2009 . - p.807-815. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.807-815 Mots-clés : Self-harm adolescence coping-strategies psychopathology depression behaviour-problems child-development Index. décimale : PER Périodiques Résumé : Background: Research to date suggests that as many as 12–15% of young people engage in self-harm behaviour; however, the current understanding of the psychological basis of adolescent self-harm is limited. The objective was to determine whether adolescents who self-harm are a psychologically homogenous group. It was hypothesised that psychological subtypes would exist and these groups would report different rates of self-harm. Method: Nine hundred and forty-four school students aged 11 to 19 and 166 first-year psychology students aged 21 or younger completed a self-report questionnaire. Participants were aged 11 to 21 (mean = 15.4, SD = 2.1). Sixty-two percent of the sample were female (n = 692). Students were allocated to psychologically distinct groups. Rates of self-harm were compared for the psychological subtypes of self-harmers. Results: Two hundred and thirty-four participants reported lifetime self-harm (21.1%; 95% CI 19–23%) and 78 reported recent self-harm (7.0%; 95% CI 6.7–7.3%). The present study identified three psychologically quite distinct groups of adolescents within those who reported self-harm – a psychologically pathological group, a psychologically 'normal' group, and an impulsive group. The pathological group reported the highest rate of recent self-harm (50.9%); the psychologically 'normal' and impulsive groups reported similar rates of self-harm (28.7% and 24.6%, respectively). Conclusions: Adolescents who self-harm are not a psychologically homogenous group. One pathological subtype of self-harmers appears to most closely reflect a number of the psychological and social factors previously associated with self-harm. However, a large proportion of the sample was allocated the psychologically 'normal' subtype. This finding highlights the importance of psychological screening of adolescents presenting for treatment for self-harm as subtypes of self-harmers may require disparate strategies for intervention. Further research is required in order to identify appropriate treatment strategies for each subtype. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02067.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771

Dietary patterns in infancy and cognitive and neuropsychological function in childhood / Catherine GALE in Journal of Child Psychology and Psychiatry, 50-7 (July 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.816-823 Titre : Dietary patterns in infancy and cognitive and neuropsychological function in childhood Type de document : Texte imprimé et/ou numérique Auteurs : Catherine GALE, Auteur ; Sian M. ROBINSON, Auteur ; Cyrus COOPER, Auteur ; Hazel M. INSKIP, Auteur ; Sarah CROZIER, Auteur ; Jennifer LIMOND, Auteur ; Lynne D. MARRIOTT, Auteur ; Christopher N. MARTYN, Auteur ; Catherine M. LAW, Auteur ; Keith M. GODFREY, Auteur ; SOUTHAMPTON WOMEN'S SURVEY STUDY GROUP, Auteur Année de publication : 2009 Article en page(s) : p.816-823 Langues : Anglais (eng) Mots-clés : nutrition infancy weaning intelligence neuropsychology Index. décimale : PER Périodiques Résumé : Background: Trials in developing countries suggest that improving young children's diet may benefit cognitive development. Whether dietary composition influences young children's cognition in developed countries is unclear. Although many studies have examined the relation between type of milk received in infancy and subsequent cognition, there has been no investigation of the possible effect of variations in the weaning diet. Methods: We studied 241 children aged 4 years, whose diet had been assessed at age 6 and 12 months. We measured IQ with the Wechsler Pre-School and Primary Scale of Intelligence, visual attention, visuomotor precision, sentence repetition and verbal fluency with the Developmental Neuropsychological Assessment (NEPSY), and visual form-constancy with the Test of Visual Perceptual Skills. Results: In sex-adjusted analyses, children whose diet in infancy was characterised by high consumption of fruit, vegetables and home-prepared foods ('infant guidelines' dietary pattern) had higher full-scale and verbal IQ and better memory performance at age 4 years. Further adjustment for maternal education, intelligence, social class, quality of the home environment and other potential confounding factors attenuated these associations but the relations between higher 'infant guidelines' diet score and full-scale and verbal IQ remained significant. For a standard deviation increase in 'infant guidelines' diet score at 6 or 12 months full-scale IQ rose by .18 (95% CI .04 to .31) of a standard deviation. For a standard deviation increase in 'infant guidelines' diet score at 6 months verbal IQ rose by .14 (.01 to .27) of a standard deviation. There were no associations between dietary patterns in infancy and 4-year performance on the other tests. Conclusions: These findings suggest that dietary patterns in early life may have some effect on cognitive development. It is also possible that they reflect the influence of unmeasured confounding factors. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02029.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771 [article] Dietary patterns in infancy and cognitive and neuropsychological function in childhood [Texte imprimé et/ou numérique] / Catherine GALE, Auteur ; Sian M. ROBINSON, Auteur ; Cyrus COOPER, Auteur ; Hazel M. INSKIP, Auteur ; Sarah CROZIER, Auteur ; Jennifer LIMOND, Auteur ; Lynne D. MARRIOTT, Auteur ; Christopher N. MARTYN, Auteur ; Catherine M. LAW, Auteur ; Keith M. GODFREY, Auteur ; SOUTHAMPTON WOMEN'S SURVEY STUDY GROUP, Auteur . - 2009 . - p.816-823. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.816-823 Mots-clés : nutrition infancy weaning intelligence neuropsychology Index. décimale : PER Périodiques Résumé : Background: Trials in developing countries suggest that improving young children's diet may benefit cognitive development. Whether dietary composition influences young children's cognition in developed countries is unclear. Although many studies have examined the relation between type of milk received in infancy and subsequent cognition, there has been no investigation of the possible effect of variations in the weaning diet. Methods: We studied 241 children aged 4 years, whose diet had been assessed at age 6 and 12 months. We measured IQ with the Wechsler Pre-School and Primary Scale of Intelligence, visual attention, visuomotor precision, sentence repetition and verbal fluency with the Developmental Neuropsychological Assessment (NEPSY), and visual form-constancy with the Test of Visual Perceptual Skills. Results: In sex-adjusted analyses, children whose diet in infancy was characterised by high consumption of fruit, vegetables and home-prepared foods ('infant guidelines' dietary pattern) had higher full-scale and verbal IQ and better memory performance at age 4 years. Further adjustment for maternal education, intelligence, social class, quality of the home environment and other potential confounding factors attenuated these associations but the relations between higher 'infant guidelines' diet score and full-scale and verbal IQ remained significant. For a standard deviation increase in 'infant guidelines' diet score at 6 or 12 months full-scale IQ rose by .18 (95% CI .04 to .31) of a standard deviation. For a standard deviation increase in 'infant guidelines' diet score at 6 months verbal IQ rose by .14 (.01 to .27) of a standard deviation. There were no associations between dietary patterns in infancy and 4-year performance on the other tests. Conclusions: These findings suggest that dietary patterns in early life may have some effect on cognitive development. It is also possible that they reflect the influence of unmeasured confounding factors. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02029.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771

Arithmetic difficulties in children with cerebral palsy are related to executive function and working memory / Kathleen M. JENKS in Journal of Child Psychology and Psychiatry, 50-7 (July 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.824-833 Titre : Arithmetic difficulties in children with cerebral palsy are related to executive function and working memory Type de document : Texte imprimé et/ou numérique Auteurs : Kathleen M. JENKS, Auteur ; Jan M.H. DE MOOR, Auteur ; Ernest C.D.M. VAN LIESHOUT, Auteur Année de publication : 2009 Article en page(s) : p.824-833 Langues : Anglais (eng) Mots-clés : Cerebral-palsy mathematics learning-difficulties executive-function longitudinal-studies Index. décimale : PER Périodiques Résumé : Background: Although it is believed that children with cerebral palsy are at high risk for learning difficulties and arithmetic difficulties in particular, few studies have investigated this issue. Methods: Arithmetic ability was longitudinally assessed in children with cerebral palsy in special (n = 41) and mainstream education (n = 16) and controls in mainstream education (n = 16). Second grade executive function and working memory scores were used to predict third grade arithmetic accuracy and response time. Results: Children with cerebral palsy in special education were less accurate and slower than their peers on all arithmetic tests, even after controlling for IQ, whereas children with cerebral palsy in mainstream education performed as well as controls. Although the performance gap became smaller over time, it did not disappear. Children with cerebral palsy in special education showed evidence of executive function and working memory deficits in shifting, updating, visuospatial sketchpad and phonological loop (for digits, not words) whereas children with cerebral palsy in mainstream education only had a deficit in visuospatial sketchpad. Hierarchical regression revealed that, after controlling for intelligence, components of executive function and working memory explained large proportions of unique variance in arithmetic accuracy and response time and these variables were sufficient to explain group differences in simple, but not complex, arithmetic. Conclusions: Children with cerebral palsy are at risk for specific executive function and working memory deficits that, when present, increase the risk for arithmetic difficulties in these children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02031.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771 [article] Arithmetic difficulties in children with cerebral palsy are related to executive function and working memory [Texte imprimé et/ou numérique] / Kathleen M. JENKS, Auteur ; Jan M.H. DE MOOR, Auteur ; Ernest C.D.M. VAN LIESHOUT, Auteur . - 2009 . - p.824-833. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.824-833 Mots-clés : Cerebral-palsy mathematics learning-difficulties executive-function longitudinal-studies Index. décimale : PER Périodiques Résumé : Background: Although it is believed that children with cerebral palsy are at high risk for learning difficulties and arithmetic difficulties in particular, few studies have investigated this issue. Methods: Arithmetic ability was longitudinally assessed in children with cerebral palsy in special (n = 41) and mainstream education (n = 16) and controls in mainstream education (n = 16). Second grade executive function and working memory scores were used to predict third grade arithmetic accuracy and response time. Results: Children with cerebral palsy in special education were less accurate and slower than their peers on all arithmetic tests, even after controlling for IQ, whereas children with cerebral palsy in mainstream education performed as well as controls. Although the performance gap became smaller over time, it did not disappear. Children with cerebral palsy in special education showed evidence of executive function and working memory deficits in shifting, updating, visuospatial sketchpad and phonological loop (for digits, not words) whereas children with cerebral palsy in mainstream education only had a deficit in visuospatial sketchpad. Hierarchical regression revealed that, after controlling for intelligence, components of executive function and working memory explained large proportions of unique variance in arithmetic accuracy and response time and these variables were sufficient to explain group differences in simple, but not complex, arithmetic. Conclusions: Children with cerebral palsy are at risk for specific executive function and working memory deficits that, when present, increase the risk for arithmetic difficulties in these children. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02031.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771

Eye-movement patterns are associated with communicative competence in autistic spectrum disorders / Courtenay F. NORBURY in Journal of Child Psychology and Psychiatry, 50-7 (July 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.834-842 Titre : Eye-movement patterns are associated with communicative competence in autistic spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Courtenay F. NORBURY, Auteur ; Jon BROCK, Auteur ; Kate NATION, Auteur ; Shiri EINAV, Auteur ; Helen GRIFFITHS, Auteur ; Lucy CRAGG, Auteur Année de publication : 2009 Article en page(s) : p.834-842 Langues : Anglais (eng) Mots-clés : Autism eye-tracking language-impairment social-attention Index. décimale : PER Périodiques Résumé : Background: Investigations using eye-tracking have reported reduced fixations to salient social cues such as eyes when participants with autism spectrum disorders (ASD) view social scenes. However, these studies have not distinguished different cognitive phenotypes. Methods: The eye-movements of 28 teenagers with ASD and 18 typically developing peers were recorded as they watched videos of peers interacting in familiar situations. Within ASD, we contrasted the viewing patterns of those with and without language impairments. The proportion of time spent viewing eyes, mouths and other scene details was calculated, as was latency of first fixation to eyes. Finally, the association between viewing patterns and social-communicative competence was measured. Results: Individuals with ASD and age-appropriate language abilities spent significantly less time viewing eyes and were slower to fixate the eyes than typically developing peers. In contrast, there were no differences in viewing patterns between those with language impairments and typically developing peers. Eye-movement patterns were not associated with social outcomes for either language phenotype. However, increased fixations to the mouth were associated with greater communicative competence across the autistic spectrum. Conclusions: Attention to both eyes and mouths is important for language development and communicative competence. Differences in fixation time to eyes may not be sufficient to disrupt social competence in daily interactions. A multiple cognitive deficit model of ASD, incorporating different language phenotypes, is advocated. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02073.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771 [article] Eye-movement patterns are associated with communicative competence in autistic spectrum disorders [Texte imprimé et/ou numérique] / Courtenay F. NORBURY, Auteur ; Jon BROCK, Auteur ; Kate NATION, Auteur ; Shiri EINAV, Auteur ; Helen GRIFFITHS, Auteur ; Lucy CRAGG, Auteur . - 2009 . - p.834-842. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.834-842 Mots-clés : Autism eye-tracking language-impairment social-attention Index. décimale : PER Périodiques Résumé : Background: Investigations using eye-tracking have reported reduced fixations to salient social cues such as eyes when participants with autism spectrum disorders (ASD) view social scenes. However, these studies have not distinguished different cognitive phenotypes. Methods: The eye-movements of 28 teenagers with ASD and 18 typically developing peers were recorded as they watched videos of peers interacting in familiar situations. Within ASD, we contrasted the viewing patterns of those with and without language impairments. The proportion of time spent viewing eyes, mouths and other scene details was calculated, as was latency of first fixation to eyes. Finally, the association between viewing patterns and social-communicative competence was measured. Results: Individuals with ASD and age-appropriate language abilities spent significantly less time viewing eyes and were slower to fixate the eyes than typically developing peers. In contrast, there were no differences in viewing patterns between those with language impairments and typically developing peers. Eye-movement patterns were not associated with social outcomes for either language phenotype. However, increased fixations to the mouth were associated with greater communicative competence across the autistic spectrum. Conclusions: Attention to both eyes and mouths is important for language development and communicative competence. Differences in fixation time to eyes may not be sufficient to disrupt social competence in daily interactions. A multiple cognitive deficit model of ASD, incorporating different language phenotypes, is advocated. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02073.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771

Loss of language in early development of autism and specific language impairment / Andrew PICKLES in Journal of Child Psychology and Psychiatry, 50-7 (July 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.843-852 Titre : Loss of language in early development of autism and specific language impairment Type de document : Texte imprimé et/ou numérique Auteurs : Andrew PICKLES, Auteur ; Tony CHARMAN, Auteur ; Gina CONTI-RAMSDEN, Auteur ; Zoë SIMKIN, Auteur ; Emily SIMONOFF, Auteur ; Gillian BAIRD, Auteur ; Tom LOUCAS, Auteur ; Susie CHANDLER, Auteur ; Milena FALCARO, Auteur Année de publication : 2009 Article en page(s) : p.843-852 Langues : Anglais (eng) Mots-clés : Language-loss autism specific-language-impairment-(SLI) early-language-development SNAP Index. décimale : PER Périodiques Résumé : Background: Several authors have highlighted areas of overlap in symptoms and impairment among children with autism spectrum disorder (ASD) and children with specific language impairment (SLI). By contrast, loss of language and broadly defined regression have been reported as relatively specific to autism. We compare the incidence of language loss and language progression of children with autism and SLI. Methods: We used two complementary studies: the Special Needs and Autism Project (SNAP) and the Manchester Language Study (MLS) involving children with SLI. This yielded a combined sample of 368 children (305 males and 63 females) assessed in late childhood for autism, history of language loss, epilepsy, language abilities and nonverbal IQ. Results: language loss occurred in just 1% of children with SLI but in 15% of children classified as having autism or autism spectrum disorder. Loss was more common among children with autism rather than milder ASD and is much less frequently reported when language development is delayed. For children who lost language skills before their first phrases, the phrased speech milestone was postponed but long-term language skills were not significantly lower than children with autism but without loss. For the few who experienced language loss after acquiring phrased speech, subsequent cognitive performance is more uncertain. Conclusions: Language loss is highly specific to ASD. The underlying developmental abnormality may be more prevalent than raw data might suggest, its possible presence being hidden for children whose language development is delayed. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02032.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771 [article] Loss of language in early development of autism and specific language impairment [Texte imprimé et/ou numérique] / Andrew PICKLES, Auteur ; Tony CHARMAN, Auteur ; Gina CONTI-RAMSDEN, Auteur ; Zoë SIMKIN, Auteur ; Emily SIMONOFF, Auteur ; Gillian BAIRD, Auteur ; Tom LOUCAS, Auteur ; Susie CHANDLER, Auteur ; Milena FALCARO, Auteur . - 2009 . - p.843-852. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.843-852 Mots-clés : Language-loss autism specific-language-impairment-(SLI) early-language-development SNAP Index. décimale : PER Périodiques Résumé : Background: Several authors have highlighted areas of overlap in symptoms and impairment among children with autism spectrum disorder (ASD) and children with specific language impairment (SLI). By contrast, loss of language and broadly defined regression have been reported as relatively specific to autism. We compare the incidence of language loss and language progression of children with autism and SLI. Methods: We used two complementary studies: the Special Needs and Autism Project (SNAP) and the Manchester Language Study (MLS) involving children with SLI. This yielded a combined sample of 368 children (305 males and 63 females) assessed in late childhood for autism, history of language loss, epilepsy, language abilities and nonverbal IQ. Results: language loss occurred in just 1% of children with SLI but in 15% of children classified as having autism or autism spectrum disorder. Loss was more common among children with autism rather than milder ASD and is much less frequently reported when language development is delayed. For children who lost language skills before their first phrases, the phrased speech milestone was postponed but long-term language skills were not significantly lower than children with autism but without loss. For the few who experienced language loss after acquiring phrased speech, subsequent cognitive performance is more uncertain. Conclusions: Language loss is highly specific to ASD. The underlying developmental abnormality may be more prevalent than raw data might suggest, its possible presence being hidden for children whose language development is delayed. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02032.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771

Self-referenced memory, social cognition, and symptom presentation in autism / Heather A. HENDERSON in Journal of Child Psychology and Psychiatry, 50-7 (July 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.853-861 Titre : Self-referenced memory, social cognition, and symptom presentation in autism Type de document : Texte imprimé et/ou numérique Auteurs : Heather A. HENDERSON, Auteur ; Peter C. MUNDY, Auteur ; Nicole KOJKOWSKI, Auteur ; Caley B. SCHWARTZ, Auteur ; Anne Pradella INGE, Auteur ; Nicole E. ZAHKA, Auteur ; Drew C. COMAN, Auteur ; Camilla M. HILEMAN, Auteur Année de publication : 2009 Article en page(s) : p.853-861 Langues : Anglais (eng) Mots-clés : Autistic-disorder self-referenced-memory social-cognition social-symptoms Index. décimale : PER Périodiques Résumé : Background: We examined performance on a self-referenced memory (SRM) task for higher-functioning children with autism (HFA) and a matched comparison group. SRM performance was examined in relation to symptom severity and social cognitive tests of mentalizing. Method: Sixty-two children (31 HFA, 31 comparison; 8–16 years) completed a SRM task in which they read a list of words and decided whether the word described something about them, something about Harry Potter, or contained a certain number of letters. They then identified words that were familiar from a longer list. Dependent measures were memory performance (d') in each of the three encoding conditions as well as a self-memory bias score (d' self–d' other). Children completed The Strange Stories Task and The Children's Eyes Test as measures of social cognition. Parents completed the SCQ and ASSQ as measures of symptom severity. Results: Children in the comparison sample showed the standard SRM effect in which they recognized significantly more self-referenced words relative to words in the other-referenced and letter conditions. In contrast, HFA children showed comparable rates of recognition for self- and other-referenced words. For all children, SRM performance improved with age and enhanced SRM performance was related to lower levels of social problems. These associations were not accounted for by performance on the mentalizing tasks. Conclusions: Children with HFA did not show the standard enhanced processing of self- vs. other-relevant information. Individual differences in the tendency to preferentially process self-relevant information may be associated with social cognitive processes that serve to modify the expression of social symptoms in children with autism. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02059.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771 [article] Self-referenced memory, social cognition, and symptom presentation in autism [Texte imprimé et/ou numérique] / Heather A. HENDERSON, Auteur ; Peter C. MUNDY, Auteur ; Nicole KOJKOWSKI, Auteur ; Caley B. SCHWARTZ, Auteur ; Anne Pradella INGE, Auteur ; Nicole E. ZAHKA, Auteur ; Drew C. COMAN, Auteur ; Camilla M. HILEMAN, Auteur . - 2009 . - p.853-861. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.853-861 Mots-clés : Autistic-disorder self-referenced-memory social-cognition social-symptoms Index. décimale : PER Périodiques Résumé : Background: We examined performance on a self-referenced memory (SRM) task for higher-functioning children with autism (HFA) and a matched comparison group. SRM performance was examined in relation to symptom severity and social cognitive tests of mentalizing. Method: Sixty-two children (31 HFA, 31 comparison; 8–16 years) completed a SRM task in which they read a list of words and decided whether the word described something about them, something about Harry Potter, or contained a certain number of letters. They then identified words that were familiar from a longer list. Dependent measures were memory performance (d') in each of the three encoding conditions as well as a self-memory bias score (d' self–d' other). Children completed The Strange Stories Task and The Children's Eyes Test as measures of social cognition. Parents completed the SCQ and ASSQ as measures of symptom severity. Results: Children in the comparison sample showed the standard SRM effect in which they recognized significantly more self-referenced words relative to words in the other-referenced and letter conditions. In contrast, HFA children showed comparable rates of recognition for self- and other-referenced words. For all children, SRM performance improved with age and enhanced SRM performance was related to lower levels of social problems. These associations were not accounted for by performance on the mentalizing tasks. Conclusions: Children with HFA did not show the standard enhanced processing of self- vs. other-relevant information. Individual differences in the tendency to preferentially process self-relevant information may be associated with social cognitive processes that serve to modify the expression of social symptoms in children with autism. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02059.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771

Orienting of visual attention among persons with autism spectrum disorders: reading versus responding to symbolic cues / Oriane LANDRY in Journal of Child Psychology and Psychiatry, 50-7 (July 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.862-870 Titre : Orienting of visual attention among persons with autism spectrum disorders: reading versus responding to symbolic cues Type de document : Texte imprimé et/ou numérique Auteurs : Oriane LANDRY, Auteur ; Peter MITCHELL, Auteur ; Jacob A. BURACK, Auteur Année de publication : 2009 Article en page(s) : p.862-870 Langues : Anglais (eng) Mots-clés : Autism endogenous-orienting attention spatial-cuing voluntary-control autistic-disorder cognition reaction-time visuo-spatial-functioning Index. décimale : PER Périodiques Résumé : Background: Are persons with autism spectrum disorders (ASD) slower than typically developing individuals to read the meaning of a symbolic cue in a visual orienting paradigm? Methods: Participants with ASD (n = 18) and performance mental age (PMA) matched typically developing children (n = 16) completed two endogenous orienting conditions in which the cue exposure time and response preparation time were manipulated within a consistent series of cue-target stimulus onset asynchronies (SOAs). Results: Participants with ASD displayed facilitation effects at all SOAs, whereas typically developing children displayed facilitation effects only at shorter SOAs. The magnitude of the facilitation effect was greater for the group with ASD at 400ms SOA. Both groups showed similar effects of condition, with similar patterns of facilitation in both conditions. Conclusion: Persons with ASD were not slower to read the symbolic cue, as the effect was elicited by brief cues within longer SOAs before target onset. The participants with ASD were also less efficient in using the predictability of the cues to guide responding. The difficulties of participants with ASD on endogenous orienting occur at the response selection level, not the perceptual level. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02049.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771 [article] Orienting of visual attention among persons with autism spectrum disorders: reading versus responding to symbolic cues [Texte imprimé et/ou numérique] / Oriane LANDRY, Auteur ; Peter MITCHELL, Auteur ; Jacob A. BURACK, Auteur . - 2009 . - p.862-870. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.862-870 Mots-clés : Autism endogenous-orienting attention spatial-cuing voluntary-control autistic-disorder cognition reaction-time visuo-spatial-functioning Index. décimale : PER Périodiques Résumé : Background: Are persons with autism spectrum disorders (ASD) slower than typically developing individuals to read the meaning of a symbolic cue in a visual orienting paradigm? Methods: Participants with ASD (n = 18) and performance mental age (PMA) matched typically developing children (n = 16) completed two endogenous orienting conditions in which the cue exposure time and response preparation time were manipulated within a consistent series of cue-target stimulus onset asynchronies (SOAs). Results: Participants with ASD displayed facilitation effects at all SOAs, whereas typically developing children displayed facilitation effects only at shorter SOAs. The magnitude of the facilitation effect was greater for the group with ASD at 400ms SOA. Both groups showed similar effects of condition, with similar patterns of facilitation in both conditions. Conclusion: Persons with ASD were not slower to read the symbolic cue, as the effect was elicited by brief cues within longer SOAs before target onset. The participants with ASD were also less efficient in using the predictability of the cues to guide responding. The difficulties of participants with ASD on endogenous orienting occur at the response selection level, not the perceptual level. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2008.02049.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=771

Do individuals with autism spectrum disorders infer traits from behavior? / Rajani RAMACHANDRAN in Journal of Child Psychology and Psychiatry, 50-7 (July 2009)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.871-878 Titre : Do individuals with autism spectrum disorders infer traits from behavior? Type de document : Texte imprimé et/ou numérique Auteurs : Rajani RAMACHANDRAN, Auteur ; Danielle ROPAR, Auteur ; Peter MITCHELL, Auteur Année de publication : 2009 Article en page(s) : p.871-878 Langues : Anglais (eng) Mots-clés : Autism traits theory-of-mind inferences Index. décimale : PER Périodiques Résumé : Background: Traits and mental states are considered to be inter-related parts of theory of mind. Attribution research demonstrates the influential role played by traits in social cognition. However, there has been little investigation into how individuals with autism spectrum disorders (ASD) understand traits. Method: The ability of individuals with ASD to infer traits from descriptions of behavior was investigated by asking participants to read trait-implying sentences and then to choose one of two words that best related to the sentence. Results: In Experiment 1, individuals with ASD performed similarly to matched controls in being faster at choosing the trait in comparison to the semantic associate of one of the words in the sentence. The results from Experiments 1 and 2 provided converging evidence in suggesting that inferring traits from textual descriptions of behavior occurs with relatively little effort. The results of Experiment 3 suggested that making trait inferences took priority over inferring actions or making semantic connections between words. Conclusions: Individuals with ASD infer traits from descriptions of behavior effortlessly and spontaneously. The possibility of trait inference being a spared socio-cognitive function in autism is discussed. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02053.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=772 [article] Do individuals with autism spectrum disorders infer traits from behavior? [Texte imprimé et/ou numérique] / Rajani RAMACHANDRAN, Auteur ; Danielle ROPAR, Auteur ; Peter MITCHELL, Auteur . - 2009 . - p.871-878. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 50-7 (July 2009) . - p.871-878 Mots-clés : Autism traits theory-of-mind inferences Index. décimale : PER Périodiques Résumé : Background: Traits and mental states are considered to be inter-related parts of theory of mind. Attribution research demonstrates the influential role played by traits in social cognition. However, there has been little investigation into how individuals with autism spectrum disorders (ASD) understand traits. Method: The ability of individuals with ASD to infer traits from descriptions of behavior was investigated by asking participants to read trait-implying sentences and then to choose one of two words that best related to the sentence. Results: In Experiment 1, individuals with ASD performed similarly to matched controls in being faster at choosing the trait in comparison to the semantic associate of one of the words in the sentence. The results from Experiments 1 and 2 provided converging evidence in suggesting that inferring traits from textual descriptions of behavior occurs with relatively little effort. The results of Experiment 3 suggested that making trait inferences took priority over inferring actions or making semantic connections between words. Conclusions: Individuals with ASD infer traits from descriptions of behavior effortlessly and spontaneously. The possibility of trait inference being a spared socio-cognitive function in autism is discussed. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02053.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=772