Autistic-like traits in children are associated with enhanced performance in a qualitative visual working memory task / Colin J. HAMILTON in Autism Research, 11-11 (November 2018)  

Public ISBD [article]  inAutism Research > 11-11 (November 2018) . - p.1494-1499 Titre : Autistic-like traits in children are associated with enhanced performance in a qualitative visual working memory task Type de document : texte imprimé Auteurs : Colin J. HAMILTON, Auteur ; Irene C. MAMMARELLA, Auteur ; David GIOFRE, Auteur Article en page(s) : p.1494-1499 Langues : Anglais (eng) Mots-clés : broader autism phenotype  children  cognition  long-term memory  visual working memory Index. décimale : PER Périodiques Résumé : Prior research has suggested that individuals with Autism Spectrum Disorders (ASD) demonstrate heterogeneity in cognitive efficacy, challenged executive resources but efficient visual processing. These contrasts lead to opposing predictions about visuospatial working memory competency in both ASD and the broader autism phenotype (BAP); compromised by constrained executive processes, but potentially scaffolded by effective visual representation. It is surprising therefore, that there is a paucity of visual working memory (VWM) research in both the ASD and BAP populations, which have focused upon the visual features of the to-be-remembered stimulus. We assessed whether individual differences in VWM were associated with autistic-like traits (ALTs) in the BAP. About 76 children carried out the Visual Just Noticeable Difference task, designed to measure high fidelity feature representation within VWM. ALTs were measured with the Children's Empathy Quotient and Systemizing Quotient. Analyses revealed a significant positive relationship between Systemizing and VWM performance. This complements ASD studies in visual processing and highlights the need for further research on the working memory-long-term memory interface in ASD and BAP populations. Autism Research 2018, 11: 1494-1499. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: This study was interested in how well children with high levels of autistic-like traits (ALTs) carry out a task which involved memorizing, for brief time, the precise size of colored shapes. The results suggested that children with high levels of ALTs performed the task relatively well. This finding is in contrast to many previous studies suggest that ALTs are associated with poor memory, and suggests that future research needs to look more finely at how individuals carry out these tasks. En ligne : http://dx.doi.org/10.1002/aur.2028 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370 [article] Autistic-like traits in children are associated with enhanced performance in a qualitative visual working memory task [texte imprimé] / Colin J. HAMILTON, Auteur ; Irene C. MAMMARELLA, Auteur ; David GIOFRE, Auteur . - p.1494-1499. Langues : Anglais (eng) in Autism Research > 11-11 (November 2018) . - p.1494-1499 Mots-clés : broader autism phenotype  children  cognition  long-term memory  visual working memory Index. décimale : PER Périodiques Résumé : Prior research has suggested that individuals with Autism Spectrum Disorders (ASD) demonstrate heterogeneity in cognitive efficacy, challenged executive resources but efficient visual processing. These contrasts lead to opposing predictions about visuospatial working memory competency in both ASD and the broader autism phenotype (BAP); compromised by constrained executive processes, but potentially scaffolded by effective visual representation. It is surprising therefore, that there is a paucity of visual working memory (VWM) research in both the ASD and BAP populations, which have focused upon the visual features of the to-be-remembered stimulus. We assessed whether individual differences in VWM were associated with autistic-like traits (ALTs) in the BAP. About 76 children carried out the Visual Just Noticeable Difference task, designed to measure high fidelity feature representation within VWM. ALTs were measured with the Children's Empathy Quotient and Systemizing Quotient. Analyses revealed a significant positive relationship between Systemizing and VWM performance. This complements ASD studies in visual processing and highlights the need for further research on the working memory-long-term memory interface in ASD and BAP populations. Autism Research 2018, 11: 1494-1499. (c) 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: This study was interested in how well children with high levels of autistic-like traits (ALTs) carry out a task which involved memorizing, for brief time, the precise size of colored shapes. The results suggested that children with high levels of ALTs performed the task relatively well. This finding is in contrast to many previous studies suggest that ALTs are associated with poor memory, and suggests that future research needs to look more finely at how individuals carry out these tasks. En ligne : http://dx.doi.org/10.1002/aur.2028 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=370

A cross-task comparison on visuospatial processing in autism spectrum disorders / Ramona CARDILLO in Autism, 24-3 (April 2020)  

Public ISBD [article]  inAutism > 24-3 (April 2020) . - p.765-779 Titre : A cross-task comparison on visuospatial processing in autism spectrum disorders Type de document : texte imprimé Auteurs : Ramona CARDILLO, Auteur ; Silvia LANFRANCHI, Auteur ; Irene C. MAMMARELLA, Auteur Article en page(s) : p.765-779 Langues : Anglais (eng) Mots-clés : Perceptual Reasoning Index  autism spectrum disorder  global versus local processing  visuospatial intelligence Index. décimale : PER Périodiques Résumé : This study aimed to draw a cross-task comparison on visuospatial processing in autism spectrum disorder without intellectual disability. Participants with autism spectrum disorder were matched with typically developing individuals on general intelligence and perceptual reasoning index. The two groups were subsequently compared on visuospatial processing speed, visuo-perceptual, visuo-constructive, and visuospatial working memory tasks. Our results revealed similar performances between autism spectrum disorder and typically developing individuals on measures of visuospatial processing speed and visuospatial working memory. The autism spectrum disorder group showed slower reaction times than the typically developing group in the visuo-perceptual task, when stimuli were characterized by a minimum level of perceptual cohesiveness, revealing weaker spatial integration abilities. Concerning the visuo-constructive domain, no differences between the autism spectrum disorder and the typically developing group emerged for the unsegmented condition, revealing that our participants with autism spectrum disorder were similar to the typically developing group in the local analysis of the stimuli. The discussion takes into account the role of individual differences on visuospatial intelligence, task requirements, and cognitive domains to clarify the visuospatial processing skills of individuals with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319888341 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] A cross-task comparison on visuospatial processing in autism spectrum disorders [texte imprimé] / Ramona CARDILLO, Auteur ; Silvia LANFRANCHI, Auteur ; Irene C. MAMMARELLA, Auteur . - p.765-779. Langues : Anglais (eng) in Autism > 24-3 (April 2020) . - p.765-779 Mots-clés : Perceptual Reasoning Index  autism spectrum disorder  global versus local processing  visuospatial intelligence Index. décimale : PER Périodiques Résumé : This study aimed to draw a cross-task comparison on visuospatial processing in autism spectrum disorder without intellectual disability. Participants with autism spectrum disorder were matched with typically developing individuals on general intelligence and perceptual reasoning index. The two groups were subsequently compared on visuospatial processing speed, visuo-perceptual, visuo-constructive, and visuospatial working memory tasks. Our results revealed similar performances between autism spectrum disorder and typically developing individuals on measures of visuospatial processing speed and visuospatial working memory. The autism spectrum disorder group showed slower reaction times than the typically developing group in the visuo-perceptual task, when stimuli were characterized by a minimum level of perceptual cohesiveness, revealing weaker spatial integration abilities. Concerning the visuo-constructive domain, no differences between the autism spectrum disorder and the typically developing group emerged for the unsegmented condition, revealing that our participants with autism spectrum disorder were similar to the typically developing group in the local analysis of the stimuli. The discussion takes into account the role of individual differences on visuospatial intelligence, task requirements, and cognitive domains to clarify the visuospatial processing skills of individuals with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/1362361319888341 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

Do children with and without autism spectrum disorder use different visuospatial processing skills to perform the Rey-Osterrieth complex figure test? / Ramona CARDILLO in Autism Research, 15-7 (July 2022)  

Public ISBD [article]  inAutism Research > 15-7 (July 2022) . - p.1311-1323 Titre : Do children with and without autism spectrum disorder use different visuospatial processing skills to perform the Rey-Osterrieth complex figure test? Type de document : texte imprimé Auteurs : Ramona CARDILLO, Auteur ; Rachele LIEVORE, Auteur ; Irene C. MAMMARELLA, Auteur Article en page(s) : p.1311-1323 Langues : Anglais (eng) Mots-clés : Rey-Osterrieth complex figure  autism spectrum disorder  local/global processing  visuospatial organization abilities  visuospatial skills Index. décimale : PER Périodiques Résumé : Visuospatial organization abilities are closely related to other visuospatial processing skills, such as visuomotor coordination, perceptual abilities, mental rotation, and working memory (WM). One task that enables visuospatial organization abilities to be investigated is the Rey-Osterrieth complex figure test (ROCFT). When examining visuospatial functioning, individuals with autism spectrum disorder (ASD) have proved capable of operating both locally and globally, depending on the sub-domain embraced, with a preference for a locally-oriented processing of visuospatial information. The present research aimed to establish whether different underlying visuospatial skills might account for performance in the ROCFT in children and adolescents with ASD, compared with typically developing (TD), by considering the role of local/global visuospatial processing. The study involved 39 participants who have ASD without intellectual disability, and 57 TD aged 8-16 years. The participants were administered tasks assessing visuospatial organization abilities, manual dexterity, visual perception, mental rotation, spatial-sequential, spatial-simultaneous WM, and visuospatial processing. Our results suggest that manual dexterity and visuospatial processing similarly explain performance in both groups, while differences in visuospatial WM account for the two groups' visuospatial organization abilities. Spatial-simultaneous WM predicted performance in copy and recall conditions in the TD group but not in the ASD group, while spatial-sequential WM only did so in the latter group, reinforcing the tendency of children with ASD towards local bias in the visuospatial organization domain. The implications of these findings are discussed. LAY SUMMARY: The visuospatial organization abilities of children and adolescents with and without autism were compared, considering their underlying visuospatial skills. Visuospatial organization impairments emerged for children with autism, who differed from typically developing children in the underlying visuospatial skills involved. Given the crucial role of visuospatial organization abilities in everyday life, our results could inspire practitioners to develop training interventions that take into account the strengths and weaknesses of individuals with autism. En ligne : http://dx.doi.org/10.1002/aur.2717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477 [article] Do children with and without autism spectrum disorder use different visuospatial processing skills to perform the Rey-Osterrieth complex figure test? [texte imprimé] / Ramona CARDILLO, Auteur ; Rachele LIEVORE, Auteur ; Irene C. MAMMARELLA, Auteur . - p.1311-1323. Langues : Anglais (eng) in Autism Research > 15-7 (July 2022) . - p.1311-1323 Mots-clés : Rey-Osterrieth complex figure  autism spectrum disorder  local/global processing  visuospatial organization abilities  visuospatial skills Index. décimale : PER Périodiques Résumé : Visuospatial organization abilities are closely related to other visuospatial processing skills, such as visuomotor coordination, perceptual abilities, mental rotation, and working memory (WM). One task that enables visuospatial organization abilities to be investigated is the Rey-Osterrieth complex figure test (ROCFT). When examining visuospatial functioning, individuals with autism spectrum disorder (ASD) have proved capable of operating both locally and globally, depending on the sub-domain embraced, with a preference for a locally-oriented processing of visuospatial information. The present research aimed to establish whether different underlying visuospatial skills might account for performance in the ROCFT in children and adolescents with ASD, compared with typically developing (TD), by considering the role of local/global visuospatial processing. The study involved 39 participants who have ASD without intellectual disability, and 57 TD aged 8-16 years. The participants were administered tasks assessing visuospatial organization abilities, manual dexterity, visual perception, mental rotation, spatial-sequential, spatial-simultaneous WM, and visuospatial processing. Our results suggest that manual dexterity and visuospatial processing similarly explain performance in both groups, while differences in visuospatial WM account for the two groups' visuospatial organization abilities. Spatial-simultaneous WM predicted performance in copy and recall conditions in the TD group but not in the ASD group, while spatial-sequential WM only did so in the latter group, reinforcing the tendency of children with ASD towards local bias in the visuospatial organization domain. The implications of these findings are discussed. LAY SUMMARY: The visuospatial organization abilities of children and adolescents with and without autism were compared, considering their underlying visuospatial skills. Visuospatial organization impairments emerged for children with autism, who differed from typically developing children in the underlying visuospatial skills involved. Given the crucial role of visuospatial organization abilities in everyday life, our results could inspire practitioners to develop training interventions that take into account the strengths and weaknesses of individuals with autism. En ligne : http://dx.doi.org/10.1002/aur.2717 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=477

Let?s face it! The role of social anxiety and executive functions in recognizing others' emotions from faces: Evidence from autism and specific learning disorders / Rachele LIEVORE ; Ramona CARDILLO ; Irene C. MAMMARELLA in Development and Psychopathology, 37-1 (February 2025)  

Public ISBD [article]  inDevelopment and Psychopathology > 37-1 (February 2025) . - p.451-463 Titre : Let?s face it! The role of social anxiety and executive functions in recognizing others' emotions from faces: Evidence from autism and specific learning disorders : Development and Psychopathology Type de document : texte imprimé Auteurs : Rachele LIEVORE, Auteur ; Ramona CARDILLO, Auteur ; Irene C. MAMMARELLA, Auteur Article en page(s) : p.451-463 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  executive functions  facial emotion recognition  social anxiety  specific learning disorders Index. décimale : PER Périodiques Résumé : Youth with different developmental disorders might experience challenges when dealing with facial emotion recognition (FER). By comparing FER and related emotional and cognitive factors across developmental disorders, researchers can gain a better understanding of challenges and strengths associated with each condition. The aim of the present study was to investigate how social anxiety and executive functioning might underlie FER in youth with and without autism spectrum disorders (ASD) and specific learning disorders (SLD). The study involved 263 children and adolescents between 8 and 16 years old divided into three groups matched for age, sex, and IQ: 60 (52 M) with ASD without intellectual disability, 63 (44 M) with SLD, and 140 (105 M) non-diagnosed. Participants completed an FER test, three executive functions' tasks (inhibition, updating, and set-shifting), and parents filled in a questionnaire reporting their children s social anxiety. Our results suggest that better FER was consistent with higher social anxiety and better updating skills in ASD, while with lower social anxiety in SLD. Clinical practice should focus on coping strategies in autistic youth who could feel anxiety when facing social cues, and on self-efficacy and social worries in SLD. Executive functioning should also be addressed to support social learning in autism. En ligne : https://dx.doi.org/10.1017/S0954579424000038 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546 [article] Let?s face it! The role of social anxiety and executive functions in recognizing others' emotions from faces: Evidence from autism and specific learning disorders : Development and Psychopathology [texte imprimé] / Rachele LIEVORE, Auteur ; Ramona CARDILLO, Auteur ; Irene C. MAMMARELLA, Auteur . - p.451-463. Langues : Anglais (eng) in Development and Psychopathology > 37-1 (February 2025) . - p.451-463 Mots-clés : autism spectrum disorders  executive functions  facial emotion recognition  social anxiety  specific learning disorders Index. décimale : PER Périodiques Résumé : Youth with different developmental disorders might experience challenges when dealing with facial emotion recognition (FER). By comparing FER and related emotional and cognitive factors across developmental disorders, researchers can gain a better understanding of challenges and strengths associated with each condition. The aim of the present study was to investigate how social anxiety and executive functioning might underlie FER in youth with and without autism spectrum disorders (ASD) and specific learning disorders (SLD). The study involved 263 children and adolescents between 8 and 16 years old divided into three groups matched for age, sex, and IQ: 60 (52 M) with ASD without intellectual disability, 63 (44 M) with SLD, and 140 (105 M) non-diagnosed. Participants completed an FER test, three executive functions' tasks (inhibition, updating, and set-shifting), and parents filled in a questionnaire reporting their children s social anxiety. Our results suggest that better FER was consistent with higher social anxiety and better updating skills in ASD, while with lower social anxiety in SLD. Clinical practice should focus on coping strategies in autistic youth who could feel anxiety when facing social cues, and on self-efficacy and social worries in SLD. Executive functioning should also be addressed to support social learning in autism. En ligne : https://dx.doi.org/10.1017/S0954579424000038 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=546

No evidence for a core deficit in developmental dyscalculia or mathematical learning disabilities / Irene C. MAMMARELLA in Journal of Child Psychology and Psychiatry, 62-6 (June 2021)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 62-6 (June 2021) . - p.704-714 Titre : No evidence for a core deficit in developmental dyscalculia or mathematical learning disabilities Type de document : texte imprimé Auteurs : Irene C. MAMMARELLA, Auteur ; Enrico TOFFALINI, Auteur ; Sara CAVIOLA, Auteur ; Lincoln COLLING, Auteur ; D. SZÅ°CS, Auteur Article en page(s) : p.704-714 Langues : Anglais (eng) Mots-clés : Bayes Theorem  Child  Dyscalculia/diagnosis  Humans  Learning Disabilities/diagnosis/epidemiology  Mathematics Index. décimale : PER Périodiques Résumé : BACKGROUND: Two hypotheses were tested regarding the characteristics of children with mathematical learning disabilities (MLD): (a) that children with MLD would have a 'core deficit' in basic number processing skills; and (b) that children with MLD would be at the end of a developmental continuum and have impairments in many cognitive skills. METHODS: From a large sample (N = 1,303) of typically developing children, we selected a group definable as having MLD. The children were given measures of basic number processing and domain-general constructs. Differences between the observed sample and a simulated population were estimated using Cohen's d and Bayes factors. Receiver operating characteristic curves were plotted, and the area under the curve was computed to ascertain the diagnostic power of measures. RESULTS: Results suggest that the differences between the MLD and control group can be defined along with general characteristics of the population rather than assuming single or multiple 'core deficits'. None of the measures of interest exceeded the diagnostic power that could be derived via simulation from the dimensional characteristics of the general population. CONCLUSIONS: There is no evidence for core deficit(s) in MLD. We suggest that future research should focus on representative samples of typical populations and on carefully tested clinical samples confirming to the criteria of international diagnostic manuals. Clinical diagnoses require that MLD is persistent and resistant to intervention, so studies would deliver results less exposed to measurement fluctuations. Uniform diagnostic criteria would also allow for the easy cross-study comparison of samples overcoming a serious limitation of the current literature. En ligne : http://dx.doi.org/10.1111/jcpp.13397 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455 [article] No evidence for a core deficit in developmental dyscalculia or mathematical learning disabilities [texte imprimé] / Irene C. MAMMARELLA, Auteur ; Enrico TOFFALINI, Auteur ; Sara CAVIOLA, Auteur ; Lincoln COLLING, Auteur ; D. SZÅ°CS, Auteur . - p.704-714. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 62-6 (June 2021) . - p.704-714 Mots-clés : Bayes Theorem  Child  Dyscalculia/diagnosis  Humans  Learning Disabilities/diagnosis/epidemiology  Mathematics Index. décimale : PER Périodiques Résumé : BACKGROUND: Two hypotheses were tested regarding the characteristics of children with mathematical learning disabilities (MLD): (a) that children with MLD would have a 'core deficit' in basic number processing skills; and (b) that children with MLD would be at the end of a developmental continuum and have impairments in many cognitive skills. METHODS: From a large sample (N = 1,303) of typically developing children, we selected a group definable as having MLD. The children were given measures of basic number processing and domain-general constructs. Differences between the observed sample and a simulated population were estimated using Cohen's d and Bayes factors. Receiver operating characteristic curves were plotted, and the area under the curve was computed to ascertain the diagnostic power of measures. RESULTS: Results suggest that the differences between the MLD and control group can be defined along with general characteristics of the population rather than assuming single or multiple 'core deficits'. None of the measures of interest exceeded the diagnostic power that could be derived via simulation from the dimensional characteristics of the general population. CONCLUSIONS: There is no evidence for core deficit(s) in MLD. We suggest that future research should focus on representative samples of typical populations and on carefully tested clinical samples confirming to the criteria of international diagnostic manuals. Clinical diagnoses require that MLD is persistent and resistant to intervention, so studies would deliver results less exposed to measurement fluctuations. Uniform diagnostic criteria would also allow for the easy cross-study comparison of samples overcoming a serious limitation of the current literature. En ligne : http://dx.doi.org/10.1111/jcpp.13397 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=455

Pragmatic Language in Children and Adolescents With Autism Spectrum Disorder: Do Theory of Mind and Executive Functions Have a Mediating Role? / Ramona CARDILLO in Autism Research, 14-5 (May 2021)  

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Research Review: Language and specific learning disorders in children and their co-occurrence with internalizing and externalizing problems: a systematic review and meta-analysis / Enrica DONOLATO in Journal of Child Psychology and Psychiatry, 63-5 (May 2022)  

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Trait and state mathematics anxiety in autistic and non-autistic school-aged boys / Rachele LIEVORE in Autism, 29-5 (May 2025)  

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