Allocentric Versus Egocentric Spatial Memory in Adults with Autism Spectrum Disorder / M. RING in Journal of Autism and Developmental Disorders, 48-6 (June 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.2101-2111 Titre : Allocentric Versus Egocentric Spatial Memory in Adults with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : M. RING, Auteur ; S. B. GAIGG, Auteur ; Mareike ALTGASSEN, Auteur ; P. BARR, Auteur ; Dermot M. BOWLER, Auteur Article en page(s) : p.2101-2111 Langues : Anglais (eng) Mots-clés : Allocentric  Autism spectrum disorder  Egocentric  Mental rotation  Spatial navigation  Task support hypothesis  Visual short-term memory Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) present difficulties in forming relations among items and context. This capacity for relational binding is also involved in spatial navigation and research on this topic in ASD is scarce and inconclusive. Using a computerised version of the Morris Water Maze task, ASD participants showed particular difficulties in performing viewpoint independent (allocentric) navigation, leaving viewpoint dependent navigation (egocentric) intact. Further analyses showed that navigation deficits were not related to poor visual short-term memory or mental rotation in the ASD group. The results further confirm the need of autistic individuals for support at retrieval and have important implications for the design of signposts and maps. En ligne : http://dx.doi.org/10.1007/s10803-018-3465-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362 [article] Allocentric Versus Egocentric Spatial Memory in Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / M. RING, Auteur ; S. B. GAIGG, Auteur ; Mareike ALTGASSEN, Auteur ; P. BARR, Auteur ; Dermot M. BOWLER, Auteur . - p.2101-2111. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.2101-2111 Mots-clés : Allocentric  Autism spectrum disorder  Egocentric  Mental rotation  Spatial navigation  Task support hypothesis  Visual short-term memory Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) present difficulties in forming relations among items and context. This capacity for relational binding is also involved in spatial navigation and research on this topic in ASD is scarce and inconclusive. Using a computerised version of the Morris Water Maze task, ASD participants showed particular difficulties in performing viewpoint independent (allocentric) navigation, leaving viewpoint dependent navigation (egocentric) intact. Further analyses showed that navigation deficits were not related to poor visual short-term memory or mental rotation in the ASD group. The results further confirm the need of autistic individuals for support at retrieval and have important implications for the design of signposts and maps. En ligne : http://dx.doi.org/10.1007/s10803-018-3465-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362

Problem-solving styles in autism spectrum disorder and the development of higher cognitive functions / P. A. CONSTABLE in Autism, 22-5 (July 2018)  

Public ISBD [article]  inAutism > 22-5 (July 2018) . - p.597-608 Titre : Problem-solving styles in autism spectrum disorder and the development of higher cognitive functions Type de document : Texte imprimé et/ou numérique Auteurs : P. A. CONSTABLE, Auteur ; M. RING, Auteur ; S. B. GAIGG, Auteur ; Dermot M. BOWLER, Auteur Article en page(s) : p.597-608 Langues : Anglais (eng) Mots-clés : Vygotsky  autism spectrum disorders  concept formation  convergent thinking  divergent thinking  inner dialogue Index. décimale : PER Périodiques Résumé : The Vygotsky Blocks Test assesses problem-solving styles within a theoretical framework for the development of higher mental processes devised by Vygotsky. Because both the theory and the associated test situate cognitive development within the child's social and linguistic context, they address conceptual issues around the developmental relation between language and thought that are pertinent to development in autism. Our aim was to document the performance of adults with autism spectrum disorder on the Vygotsky Blocks Test, and our results showed that they made more errors than the typically developing participants and that these errors correlated with performance IQ. The autism spectrum disorder group also required more cues than the typically developing group to discern the conceptual structure of the blocks, a pattern that correlated with Autism Diagnostic Observational Schedule-Communication and Imagination/Creativity sub-scales. When asked to categorize the blocks in new ways, the autism spectrum disorder participants developed fewer principles on which to base new categorizations, which in contrast to the typically developing group correlated with verbal IQ and with the Imagination/Creativity sub-scale of the ADOS. These results are in line with a number of existing findings in the autism spectrum disorder literature and confirm that conceptualization in autism spectrum disorder seems to rely more on non-verbal and less on imaginative processes than in typically developing individuals. The findings represent first steps to the possibility of outlining a testable account of psychological development in autism spectrum disorder that integrates verbal, non-verbal and social factors into the transition from elementary to higher level processes. En ligne : http://dx.doi.org/10.1177/1362361317691044 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=366 [article] Problem-solving styles in autism spectrum disorder and the development of higher cognitive functions [Texte imprimé et/ou numérique] / P. A. CONSTABLE, Auteur ; M. RING, Auteur ; S. B. GAIGG, Auteur ; Dermot M. BOWLER, Auteur . - p.597-608. Langues : Anglais (eng) in Autism > 22-5 (July 2018) . - p.597-608 Mots-clés : Vygotsky  autism spectrum disorders  concept formation  convergent thinking  divergent thinking  inner dialogue Index. décimale : PER Périodiques Résumé : The Vygotsky Blocks Test assesses problem-solving styles within a theoretical framework for the development of higher mental processes devised by Vygotsky. Because both the theory and the associated test situate cognitive development within the child's social and linguistic context, they address conceptual issues around the developmental relation between language and thought that are pertinent to development in autism. Our aim was to document the performance of adults with autism spectrum disorder on the Vygotsky Blocks Test, and our results showed that they made more errors than the typically developing participants and that these errors correlated with performance IQ. The autism spectrum disorder group also required more cues than the typically developing group to discern the conceptual structure of the blocks, a pattern that correlated with Autism Diagnostic Observational Schedule-Communication and Imagination/Creativity sub-scales. When asked to categorize the blocks in new ways, the autism spectrum disorder participants developed fewer principles on which to base new categorizations, which in contrast to the typically developing group correlated with verbal IQ and with the Imagination/Creativity sub-scale of the ADOS. These results are in line with a number of existing findings in the autism spectrum disorder literature and confirm that conceptualization in autism spectrum disorder seems to rely more on non-verbal and less on imaginative processes than in typically developing individuals. The findings represent first steps to the possibility of outlining a testable account of psychological development in autism spectrum disorder that integrates verbal, non-verbal and social factors into the transition from elementary to higher level processes. En ligne : http://dx.doi.org/10.1177/1362361317691044 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=366

The Influence of task Demands, Verbal Ability and Executive Functions on Item and Source Memory in Autism Spectrum Disorder / S. SEMINO in Journal of Autism and Developmental Disorders, 48-1 (January 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-1 (January 2018) . - p.184-197 Titre : The Influence of task Demands, Verbal Ability and Executive Functions on Item and Source Memory in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : S. SEMINO, Auteur ; M. RING, Auteur ; Dermot M. BOWLER, Auteur ; S. B. GAIGG, Auteur Article en page(s) : p.184-197 Langues : Anglais (eng) Mots-clés : Autism  Executive function  Item memory  Recollection  Source memory  Verbal ability Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) is generally associated with difficulties in contextual source memory but not single item memory. There are surprising inconsistencies in the literature, however, that the current study seeks to address by examining item and source memory in age and ability matched groups of 22 ASD and 21 comparison adults. Results show that group differences in source memory are moderated by task demands but not by individual differences in verbal ability, executive function or item memory. By contrast, unexpected group differences in item memory could largely be explained by individual differences in source memory. These observations shed light on the factors underlying inconsistent findings in the memory literature in ASD, which has important implications for theory and practice. En ligne : https://doi.org/10.1007/s10803-017-3299-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=337 [article] The Influence of task Demands, Verbal Ability and Executive Functions on Item and Source Memory in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / S. SEMINO, Auteur ; M. RING, Auteur ; Dermot M. BOWLER, Auteur ; S. B. GAIGG, Auteur . - p.184-197. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-1 (January 2018) . - p.184-197 Mots-clés : Autism  Executive function  Item memory  Recollection  Source memory  Verbal ability Index. décimale : PER Périodiques Résumé : Autism Spectrum Disorder (ASD) is generally associated with difficulties in contextual source memory but not single item memory. There are surprising inconsistencies in the literature, however, that the current study seeks to address by examining item and source memory in age and ability matched groups of 22 ASD and 21 comparison adults. Results show that group differences in source memory are moderated by task demands but not by individual differences in verbal ability, executive function or item memory. By contrast, unexpected group differences in item memory could largely be explained by individual differences in source memory. These observations shed light on the factors underlying inconsistent findings in the memory literature in ASD, which has important implications for theory and practice. En ligne : https://doi.org/10.1007/s10803-017-3299-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=337

What Can Performance in the IEDS Task Tell Us About Attention Shifting in Clinical Groups? / J. M. YEARSLEY in Autism Research, 14-6 (June 2021)  

Public ISBD [article]  inAutism Research > 14-6 (June 2021) . - p.1237-1251 Titre : What Can Performance in the IEDS Task Tell Us About Attention Shifting in Clinical Groups? Type de document : Texte imprimé et/ou numérique Auteurs : J. M. YEARSLEY, Auteur ; S. B. GAIGG, Auteur ; Dermot M. BOWLER, Auteur ; M. RING, Auteur ; C. HAENSCHEL, Auteur Article en page(s) : p.1237-1251 Langues : Anglais (eng) Mots-clés : Attention  Autism Spectrum Disorder  Autistic Disorder  Executive Function  Humans  Schizophrenia  Asd  extra-dimensional shift Index. décimale : PER Périodiques Résumé : The Intra-Extra-dimensional set shift task (IEDS) is a widely used test of learning and attention, believed to be sensitive to aspects of executive function. The task proceeds through a number of stages, and it is generally claimed that patterns of errors across stages can be used to discriminate between reduced attention switching and more general reductions in rates of learning. A number of papers have used the IEDS task to argue for specific attention shifting difficulties in Autism Spectrum Disorder (ASD) and Schizophrenia, however, it remains unclear how well the IEDS really differentiates between reduced attention shifting and other causes of impaired performance. To address this issue, we introduce a simple computational model of performance in the IEDS task, designed to separate the competing effects of attention shifting and general learning rate. We fit the model to data from ASD and comparison individuals matched on age and IQ, as well as to data from four previous studies which used the IEDS task. Model fits do not show consistent evidence for reductions in attention shifting rates in ASD and Schizophrenia. Instead, we find performance is better explained by differences in learning rate, particularly from punishment, which we show correlates with IQ. We, therefore, argue that the IEDS task is not a good measure of attention shifting in clinical groups. LAY SUMMARY: The Intra-Extra-Dimensional Set shift task (IEDS) is often given to autistic individuals, who tend to make more errors relative to comparison groups. This higher error rate is taken to mean that autistic individuals struggle with attention control. Our computational model of the IEDS shows that the performance of ASD and some other clinical groups can be explained instead by differences in learning rate, rather than differences in attention control. En ligne : http://dx.doi.org/10.1002/aur.2484 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449 [article] What Can Performance in the IEDS Task Tell Us About Attention Shifting in Clinical Groups? [Texte imprimé et/ou numérique] / J. M. YEARSLEY, Auteur ; S. B. GAIGG, Auteur ; Dermot M. BOWLER, Auteur ; M. RING, Auteur ; C. HAENSCHEL, Auteur . - p.1237-1251. Langues : Anglais (eng) in Autism Research > 14-6 (June 2021) . - p.1237-1251 Mots-clés : Attention  Autism Spectrum Disorder  Autistic Disorder  Executive Function  Humans  Schizophrenia  Asd  extra-dimensional shift Index. décimale : PER Périodiques Résumé : The Intra-Extra-dimensional set shift task (IEDS) is a widely used test of learning and attention, believed to be sensitive to aspects of executive function. The task proceeds through a number of stages, and it is generally claimed that patterns of errors across stages can be used to discriminate between reduced attention switching and more general reductions in rates of learning. A number of papers have used the IEDS task to argue for specific attention shifting difficulties in Autism Spectrum Disorder (ASD) and Schizophrenia, however, it remains unclear how well the IEDS really differentiates between reduced attention shifting and other causes of impaired performance. To address this issue, we introduce a simple computational model of performance in the IEDS task, designed to separate the competing effects of attention shifting and general learning rate. We fit the model to data from ASD and comparison individuals matched on age and IQ, as well as to data from four previous studies which used the IEDS task. Model fits do not show consistent evidence for reductions in attention shifting rates in ASD and Schizophrenia. Instead, we find performance is better explained by differences in learning rate, particularly from punishment, which we show correlates with IQ. We, therefore, argue that the IEDS task is not a good measure of attention shifting in clinical groups. LAY SUMMARY: The Intra-Extra-Dimensional Set shift task (IEDS) is often given to autistic individuals, who tend to make more errors relative to comparison groups. This higher error rate is taken to mean that autistic individuals struggle with attention control. Our computational model of the IEDS shows that the performance of ASD and some other clinical groups can be explained instead by differences in learning rate, rather than differences in attention control. En ligne : http://dx.doi.org/10.1002/aur.2484 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=449

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