Brief Report: Enhanced Picture Naming in Autism / Matthew WALENSKI in Journal of Autism and Developmental Disorders, 38-7 (August 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-7 (August 2008) . - p.1395-1399 Titre : Brief Report: Enhanced Picture Naming in Autism Type de document : Texte imprimé et/ou numérique Auteurs : Matthew WALENSKI, Auteur ; Stewart H. MOSTOFSKY, Auteur ; Jennifer C. GIDLEY-LARSON, Auteur ; Michael T. ULLMAN, Auteur Année de publication : 2008 Article en page(s) : p.1395-1399 Langues : Anglais (eng) Mots-clés : Autism Language Memory Sex-difference Index. décimale : PER Périodiques Résumé : Language and communication deficits are key diagnostic criteria for autism. However, not all aspects of language are equally affected. Here we present evidence of enhanced performance of a critical aspect of language—word processing—in children with autism. The results have implications for explanatory theories of autism and language, and for the development of therapeutic approaches. En ligne : http://dx.doi.org/10.1007/s10803-007-0513-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537 [article] Brief Report: Enhanced Picture Naming in Autism [Texte imprimé et/ou numérique] / Matthew WALENSKI, Auteur ; Stewart H. MOSTOFSKY, Auteur ; Jennifer C. GIDLEY-LARSON, Auteur ; Michael T. ULLMAN, Auteur . - 2008 . - p.1395-1399. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-7 (August 2008) . - p.1395-1399 Mots-clés : Autism Language Memory Sex-difference Index. décimale : PER Périodiques Résumé : Language and communication deficits are key diagnostic criteria for autism. However, not all aspects of language are equally affected. Here we present evidence of enhanced performance of a critical aspect of language—word processing—in children with autism. The results have implications for explanatory theories of autism and language, and for the development of therapeutic approaches. En ligne : http://dx.doi.org/10.1007/s10803-007-0513-y Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=537

Evidence for Impairments in Using Static Line Drawings of Eye Gaze Cues to Orient Visual-Spatial Attention in Children with High Functioning Autism / Melissa C. GOLDBERG in Journal of Autism and Developmental Disorders, 38-8 (September 2008)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 38-8 (September 2008) . - p.1405-1413 Titre : Evidence for Impairments in Using Static Line Drawings of Eye Gaze Cues to Orient Visual-Spatial Attention in Children with High Functioning Autism Type de document : Texte imprimé et/ou numérique Auteurs : Melissa C. GOLDBERG, Auteur ; Stewart H. MOSTOFSKY, Auteur ; Jennifer C. GIDLEY-LARSON, Auteur ; Allison J. MOSTOW, Auteur ; Shaun P. VECERA, Auteur ; E. Mark MAHONE, Auteur ; Martha B. DENCKLA, Auteur Année de publication : 2008 Article en page(s) : p.1405-1413 Langues : Anglais (eng) Mots-clés : Eye-gaze High-functioning-autism Orienting Attention Cueing Index. décimale : PER Périodiques Résumé : We examined the ability to use static line drawings of eye gaze cues to orient visual-spatial attention in children with high functioning autism (HFA) compared to typically developing children (TD). The task was organized such that on valid trials, gaze cues were directed toward the same spatial location as the appearance of an upcoming target, while on invalid trials gaze cues were directed to an opposite location. Unlike TD children, children with HFA showed no advantage in reaction time (RT) on valid trials compared to invalid trials (i.e., no significant validity effect). The two stimulus onset asynchronies (200 ms, 700 ms) did not differentially affect these findings. The results suggest that children with HFA show impairments in utilizing static line drawings of gaze cues to orient visual-spatial attention. En ligne : http://dx.doi.org/10.1007/s10803-007-0506-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=538 [article] Evidence for Impairments in Using Static Line Drawings of Eye Gaze Cues to Orient Visual-Spatial Attention in Children with High Functioning Autism [Texte imprimé et/ou numérique] / Melissa C. GOLDBERG, Auteur ; Stewart H. MOSTOFSKY, Auteur ; Jennifer C. GIDLEY-LARSON, Auteur ; Allison J. MOSTOW, Auteur ; Shaun P. VECERA, Auteur ; E. Mark MAHONE, Auteur ; Martha B. DENCKLA, Auteur . - 2008 . - p.1405-1413. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 38-8 (September 2008) . - p.1405-1413 Mots-clés : Eye-gaze High-functioning-autism Orienting Attention Cueing Index. décimale : PER Périodiques Résumé : We examined the ability to use static line drawings of eye gaze cues to orient visual-spatial attention in children with high functioning autism (HFA) compared to typically developing children (TD). The task was organized such that on valid trials, gaze cues were directed toward the same spatial location as the appearance of an upcoming target, while on invalid trials gaze cues were directed to an opposite location. Unlike TD children, children with HFA showed no advantage in reaction time (RT) on valid trials compared to invalid trials (i.e., no significant validity effect). The two stimulus onset asynchronies (200 ms, 700 ms) did not differentially affect these findings. The results suggest that children with HFA show impairments in utilizing static line drawings of gaze cues to orient visual-spatial attention. En ligne : http://dx.doi.org/10.1007/s10803-007-0506-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=538

Evidence that the pattern of visuomotor sequence learning is altered in children with autism / Jennifer C. GIDLEY-LARSON in Autism Research, 1-6 (December 2008)  

Public ISBD [article]  inAutism Research > 1-6 (December 2008) . - p.341-353 Titre : Evidence that the pattern of visuomotor sequence learning is altered in children with autism Type de document : Texte imprimé et/ou numérique Auteurs : Jennifer C. GIDLEY-LARSON, Auteur ; Stewart H. MOSTOFSKY, Auteur Année de publication : 2008 Article en page(s) : p.341-353 Langues : Anglais (eng) Mots-clés : procedural-memory declarative-memory cerebellum visuomotor-learning Index. décimale : PER Périodiques Résumé : Motor deficits are commonly reported in autism, with one of the most consistent findings being impaired execution of skilled movements and gestures. Given the developmental nature of autism, it is possible that deficits in motor/procedural learning contribute to impaired acquisition of motor skills. Thus, careful examination of mechanisms underlying learning and memory may be critical to understanding the neural basis of autism. A previous study reported impaired motor learning in children with high-functioning autism (HFA); however, it is unclear whether the observed deficits in motor learning are due, in part, to impaired motor execution and whether these deficits are specific to autism. In order to examine these questions, 153 children (52 with HFA, 39 with attention-deficit/hyperactivity disorder (ADHD) and 62 typically developing (TD) children) participated in two independent experiments using a Rotary Pursuit task, with change in performance across blocks as a measure of learning. For both tasks, children with HFA demonstrated significantly less change in performance than did TD children, even when differences in motor execution were minimized. Differences in learning were not seen between ADHD and TD groups on either experiment. Analyses of the pattern of findings revealed that compared with both ADHD and TD children, children with HFA showed a similar degree of improvement in performance; however, they showed significantly less decrement in performance when presented with an alternate (interference) pattern. The findings suggest that mechanisms underlying acquisition of novel movement patterns may differ in children with autism. These findings may help explain impaired skill development in children with autism and help to guide approaches for helping children learn novel motor, social and communicative skills. En ligne : http://dx.doi.org/10.1002/aur.54 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=934 [article] Evidence that the pattern of visuomotor sequence learning is altered in children with autism [Texte imprimé et/ou numérique] / Jennifer C. GIDLEY-LARSON, Auteur ; Stewart H. MOSTOFSKY, Auteur . - 2008 . - p.341-353. Langues : Anglais (eng) in Autism Research > 1-6 (December 2008) . - p.341-353 Mots-clés : procedural-memory declarative-memory cerebellum visuomotor-learning Index. décimale : PER Périodiques Résumé : Motor deficits are commonly reported in autism, with one of the most consistent findings being impaired execution of skilled movements and gestures. Given the developmental nature of autism, it is possible that deficits in motor/procedural learning contribute to impaired acquisition of motor skills. Thus, careful examination of mechanisms underlying learning and memory may be critical to understanding the neural basis of autism. A previous study reported impaired motor learning in children with high-functioning autism (HFA); however, it is unclear whether the observed deficits in motor learning are due, in part, to impaired motor execution and whether these deficits are specific to autism. In order to examine these questions, 153 children (52 with HFA, 39 with attention-deficit/hyperactivity disorder (ADHD) and 62 typically developing (TD) children) participated in two independent experiments using a Rotary Pursuit task, with change in performance across blocks as a measure of learning. For both tasks, children with HFA demonstrated significantly less change in performance than did TD children, even when differences in motor execution were minimized. Differences in learning were not seen between ADHD and TD groups on either experiment. Analyses of the pattern of findings revealed that compared with both ADHD and TD children, children with HFA showed a similar degree of improvement in performance; however, they showed significantly less decrement in performance when presented with an alternate (interference) pattern. The findings suggest that mechanisms underlying acquisition of novel movement patterns may differ in children with autism. These findings may help explain impaired skill development in children with autism and help to guide approaches for helping children learn novel motor, social and communicative skills. En ligne : http://dx.doi.org/10.1002/aur.54 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=934

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