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

Inhibitory Control in Autism Spectrum Disorders: Meta-analyses on Indirect and Direct Measures / Irene TONIZZI in Journal of Autism and Developmental Disorders, 52-11 (November 2022)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.4949-4965 Titre : Inhibitory Control in Autism Spectrum Disorders: Meta-analyses on Indirect and Direct Measures Type de document : texte imprimé Auteurs : Irene TONIZZI, Auteur ; David GIOFRE, Auteur ; Maria Carmen USAI, Auteur Article en page(s) : p.4949-4965 Langues : Anglais (eng) Mots-clés : Attention Deficit Disorder with Hyperactivity/epidemiology  Autism Spectrum Disorder/epidemiology  Autistic Disorder  Cognition  Comorbidity  Humans  Asd  Autism  Executive functions  Inhibition  Interference control  Meta-analysis Index. décimale : PER Périodiques Résumé : This manuscript aimed to advance our understanding of inhibitory control (IC) in autism spectrum disorders (ASD), adopting a meta-analytic multilevel approach. The first meta-analysis, on 164 studies adopting direct measures, indicated a significant small-to-medium (g=0.484) deficit in the group with ASD (n=5140) compared with controls (n=6075). Similar effect sizes between response inhibition and interference control were found, but they were differentially affected by intellectual functioning and age. The second meta-analysis, on 24 studies using indirect measures, revealed a large deficit (g=1.334) in the group with ASD (n=985) compared with controls (n=1300). Presentation format, intellectual functioning, and age were significant moderators. The effect of comorbidity with ADHD was not statistically significant. Implications are discussed for IC research and practice in autism. En ligne : http://dx.doi.org/10.1007/s10803-021-05353-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Inhibitory Control in Autism Spectrum Disorders: Meta-analyses on Indirect and Direct Measures [texte imprimé] / Irene TONIZZI, Auteur ; David GIOFRE, Auteur ; Maria Carmen USAI, Auteur . - p.4949-4965. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 52-11 (November 2022) . - p.4949-4965 Mots-clés : Attention Deficit Disorder with Hyperactivity/epidemiology  Autism Spectrum Disorder/epidemiology  Autistic Disorder  Cognition  Comorbidity  Humans  Asd  Autism  Executive functions  Inhibition  Interference control  Meta-analysis Index. décimale : PER Périodiques Résumé : This manuscript aimed to advance our understanding of inhibitory control (IC) in autism spectrum disorders (ASD), adopting a meta-analytic multilevel approach. The first meta-analysis, on 164 studies adopting direct measures, indicated a significant small-to-medium (g=0.484) deficit in the group with ASD (n=5140) compared with controls (n=6075). Similar effect sizes between response inhibition and interference control were found, but they were differentially affected by intellectual functioning and age. The second meta-analysis, on 24 studies using indirect measures, revealed a large deficit (g=1.334) in the group with ASD (n=985) compared with controls (n=1300). Presentation format, intellectual functioning, and age were significant moderators. The effect of comorbidity with ADHD was not statistically significant. Implications are discussed for IC research and practice in autism. En ligne : http://dx.doi.org/10.1007/s10803-021-05353-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

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)  

Public ISBD [article]  inAutism Research > 14-5 (May 2021) . - p.932-945 Titre : Pragmatic Language in Children and Adolescents With Autism Spectrum Disorder: Do Theory of Mind and Executive Functions Have a Mediating Role? Type de document : texte imprimé Auteurs : Ramona CARDILLO, Auteur ; Irene C. MAMMARELLA, Auteur ; Ellen DEMURIE, Auteur ; David GIOFRE, Auteur ; Herbert ROEYERS, Auteur Article en page(s) : p.932-945 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  communication  executive functions  pragmatic language  theory of mind Index. décimale : PER Périodiques Résumé : Pragmatic language (PL) is defined as the ability to use language effectively in communicative exchanges. Previous findings showed that deficits in PL are a core characteristic of the communicative profile of individuals with autism spectrum disorder (ASD). While different lines of research have revealed a close link between PL and theory of mind (ToM), and between PL and executive functions (EFs), to our knowledge, few studies have explored the relationship between these three domains in children with ASD, and their results have been contradictory. The present study thus aimed to contribute to our understanding of PL in children with ASD and to analyze the underlying mediating role of ToM and EFs. PL is a complex and multifaceted construct. In the present study, we focused on two specific aspects, such as the comprehension of nonliteral language, and the ability to make inferences. After testing 143 participants (73 with ASD), our results confirmed that impairments in PL are a crucial feature of the ASD profile. Children with ASD were also more impaired than their typically developing peers in both ToM and EFs. When the mediating role of ToM and EFs on PL was considered, it emerged that only ToM contributed significantly to the relationship between group and PL. We discussed the potential importance of interventions not focused exclusively on PL, but also involving ToM. LAY SUMMARY: In everyday life, we use pragmatic language to interact successfully with others. Individuals with autism experience significant difficulty in pragmatic language, showing consequent impairments in communication. This study compared the comprehension of nonliteral language, and the ability to make inferences of children with autism and children with typical development, focusing on the role of social and cognitive abilities. Children with autism had difficulties in pragmatic language compared to children with typical development. In addition, the capacity to consider the perspective, intentions and beliefs of other people contributed significantly to the pragmatic language. Autism Res 2021, 14: 932-945. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2423 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444 [article] Pragmatic Language in Children and Adolescents With Autism Spectrum Disorder: Do Theory of Mind and Executive Functions Have a Mediating Role? [texte imprimé] / Ramona CARDILLO, Auteur ; Irene C. MAMMARELLA, Auteur ; Ellen DEMURIE, Auteur ; David GIOFRE, Auteur ; Herbert ROEYERS, Auteur . - p.932-945. Langues : Anglais (eng) in Autism Research > 14-5 (May 2021) . - p.932-945 Mots-clés : autism spectrum disorder  communication  executive functions  pragmatic language  theory of mind Index. décimale : PER Périodiques Résumé : Pragmatic language (PL) is defined as the ability to use language effectively in communicative exchanges. Previous findings showed that deficits in PL are a core characteristic of the communicative profile of individuals with autism spectrum disorder (ASD). While different lines of research have revealed a close link between PL and theory of mind (ToM), and between PL and executive functions (EFs), to our knowledge, few studies have explored the relationship between these three domains in children with ASD, and their results have been contradictory. The present study thus aimed to contribute to our understanding of PL in children with ASD and to analyze the underlying mediating role of ToM and EFs. PL is a complex and multifaceted construct. In the present study, we focused on two specific aspects, such as the comprehension of nonliteral language, and the ability to make inferences. After testing 143 participants (73 with ASD), our results confirmed that impairments in PL are a crucial feature of the ASD profile. Children with ASD were also more impaired than their typically developing peers in both ToM and EFs. When the mediating role of ToM and EFs on PL was considered, it emerged that only ToM contributed significantly to the relationship between group and PL. We discussed the potential importance of interventions not focused exclusively on PL, but also involving ToM. LAY SUMMARY: In everyday life, we use pragmatic language to interact successfully with others. Individuals with autism experience significant difficulty in pragmatic language, showing consequent impairments in communication. This study compared the comprehension of nonliteral language, and the ability to make inferences of children with autism and children with typical development, focusing on the role of social and cognitive abilities. Children with autism had difficulties in pragmatic language compared to children with typical development. In addition, the capacity to consider the perspective, intentions and beliefs of other people contributed significantly to the pragmatic language. Autism Res 2021, 14: 932-945. © 2020 International Society for Autism Research and Wiley Periodicals LLC. En ligne : http://dx.doi.org/10.1002/aur.2423 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=444

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