Can Enactment and Motor Imagery Improve Working Memory for Instructions in Children with Autism Spectrum Disorder and Children with Intellectual Disability? / Huan MA ; Lijuan WANG ; Yanfei DU in Journal of Autism and Developmental Disorders, 54-1 (January 2024)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 54-1 (January 2024) . - p.131-142 Titre : Can Enactment and Motor Imagery Improve Working Memory for Instructions in Children with Autism Spectrum Disorder and Children with Intellectual Disability? Type de document : Texte imprimé et/ou numérique Auteurs : Huan MA, Auteur ; Lijuan WANG, Auteur ; Yanfei DU, Auteur Article en page(s) : p.131-142 Index. décimale : PER Périodiques Résumé : This study explored the impacts of enactment and motor imagery on working memory for instructions in children with autism spectrum disorder (ASD), children with intellectual disability (ID) and typically developing (TD) children. The participants were asked to hear (hearing condition), imagine enacting (motor imagery condition) and actually enact (enactment condition) instruction sequences and then recall them orally. Compared with the hearing condition, all groups performed better in the enactment condition, with the greatest advantage exhibited by the TD group; however, only the TD children performed better in the motor imagery condition. In summary, enactment has a weaker facilitating effect on ASD children and ID children than on TD children, and motor imagery is ineffective in the former two groups. En ligne : https://doi.org/10.1007/s10803-022-05780-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520 [article] Can Enactment and Motor Imagery Improve Working Memory for Instructions in Children with Autism Spectrum Disorder and Children with Intellectual Disability? [Texte imprimé et/ou numérique] / Huan MA, Auteur ; Lijuan WANG, Auteur ; Yanfei DU, Auteur . - p.131-142. in Journal of Autism and Developmental Disorders > 54-1 (January 2024) . - p.131-142 Index. décimale : PER Périodiques Résumé : This study explored the impacts of enactment and motor imagery on working memory for instructions in children with autism spectrum disorder (ASD), children with intellectual disability (ID) and typically developing (TD) children. The participants were asked to hear (hearing condition), imagine enacting (motor imagery condition) and actually enact (enactment condition) instruction sequences and then recall them orally. Compared with the hearing condition, all groups performed better in the enactment condition, with the greatest advantage exhibited by the TD group; however, only the TD children performed better in the motor imagery condition. In summary, enactment has a weaker facilitating effect on ASD children and ID children than on TD children, and motor imagery is ineffective in the former two groups. En ligne : https://doi.org/10.1007/s10803-022-05780-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=520

Family-level moderators of daily associations between discrimination and distress among Mexican-origin youth / Kristin VALENTINO in Development and Psychopathology, 37-2 (May 2025)  

Public ISBD [article]  inDevelopment and Psychopathology > 37-2 (May 2025) . - p.902-917 Titre : Family-level moderators of daily associations between discrimination and distress among Mexican-origin youth Type de document : Texte imprimé et/ou numérique Auteurs : Kristin VALENTINO, Auteur ; Irene J. K. PARK, Auteur ; Mario CRUZ-GONZALEZ, Auteur ; Jenny ZHEN-DUAN, Auteur ; Lijuan WANG, Auteur ; Tiffany YIP, Auteur ; Kyle LORENZO, Auteur ; David DIAS, Auteur ; Kiara ALVAREZ, Auteur ; Margarita ALEGRÍA, Auteur Article en page(s) : p.902-917 Langues : Anglais (eng) Mots-clés : Mexican-origin youth  daily diary  ethnic-racial socialization  familism  family cohesion  racial-ethnic discrimination Index. décimale : PER Périodiques Résumé : The current study evaluated cultural values and family processes that may moderate associations between daily racial-ethnic discrimination and distress among Mexican-origin youth. Integrating micro-time (daily diary) and macro-time (longitudinal survey) research design features, we examined familism, family cohesion, and ethnic-racial socialization from youth-, mother-, and father- reports as potential buffers of daily associations between youth racial-ethnic discrimination and youth distress (negative affect and anger). The analytic sample, drawn from the Seguimos Avanzando study, included 317 Mexican-origin adolescents (Mage = 13.5 years) and their parents, recruited from the Midwestern United States. Results indicated that youth-reported familism and family cohesion significantly buffered daily associations between youth racial-ethnic discrimination and youth distress. In contrast, parent-reported familism and family cohesion and some aspects of ethnic-racial socialization exacerbated the discrimination to distress link. The implications of these results are discussed to inform efforts supporting the healthy development of Mexican-origin youth and their families. En ligne : https://dx.doi.org/10.1017/S0954579424000749 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=552 [article] Family-level moderators of daily associations between discrimination and distress among Mexican-origin youth [Texte imprimé et/ou numérique] / Kristin VALENTINO, Auteur ; Irene J. K. PARK, Auteur ; Mario CRUZ-GONZALEZ, Auteur ; Jenny ZHEN-DUAN, Auteur ; Lijuan WANG, Auteur ; Tiffany YIP, Auteur ; Kyle LORENZO, Auteur ; David DIAS, Auteur ; Kiara ALVAREZ, Auteur ; Margarita ALEGRÍA, Auteur . - p.902-917. Langues : Anglais (eng) in Development and Psychopathology > 37-2 (May 2025) . - p.902-917 Mots-clés : Mexican-origin youth  daily diary  ethnic-racial socialization  familism  family cohesion  racial-ethnic discrimination Index. décimale : PER Périodiques Résumé : The current study evaluated cultural values and family processes that may moderate associations between daily racial-ethnic discrimination and distress among Mexican-origin youth. Integrating micro-time (daily diary) and macro-time (longitudinal survey) research design features, we examined familism, family cohesion, and ethnic-racial socialization from youth-, mother-, and father- reports as potential buffers of daily associations between youth racial-ethnic discrimination and youth distress (negative affect and anger). The analytic sample, drawn from the Seguimos Avanzando study, included 317 Mexican-origin adolescents (Mage = 13.5 years) and their parents, recruited from the Midwestern United States. Results indicated that youth-reported familism and family cohesion significantly buffered daily associations between youth racial-ethnic discrimination and youth distress. In contrast, parent-reported familism and family cohesion and some aspects of ethnic-racial socialization exacerbated the discrimination to distress link. The implications of these results are discussed to inform efforts supporting the healthy development of Mexican-origin youth and their families. En ligne : https://dx.doi.org/10.1017/S0954579424000749 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=552

Subject-performed task effect on working memory performance in children with autism spectrum disorder / Lijuan WANG in Autism Research, 15-9 (September 2022)  

Public ISBD [article]  inAutism Research > 15-9 (September 2022) . - p.1698-1709 Titre : Subject-performed task effect on working memory performance in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lijuan WANG, Auteur ; Tingting XIE, Auteur ; Huan MA, Auteur ; Miao XU, Auteur ; Xiaochun XIE, Auteur Article en page(s) : p.1698-1709 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder/complications  Child  Cognition  Humans  Intellectual Disability/complications  Intelligence  Memory, Short-Term  SPT effect  autism spectrum disorder  movement component  working memory for instruction Index. décimale : PER Périodiques Résumé : A previous study found that children with autism spectrum disorder (ASD) have better recall when they perform instructions (subject-performed task [SPT]) than when they passively hear instructions (verbal task [VT]) in a working memory task for instructions, an effect that is called the SPT effect. This study explored whether the SPT effect exhibited by ASD children is caused by the movement component or by processing materials twice. More importantly, this study explored whether intelligence influences the SPT effect exhibited by ASD children. ASD children with three levels of intelligence (N = 56) and a control group, children with intellectual disability (ID) who had low intelligence but did not have ASD (N = 21), were asked to perform working memory tasks for instructions under VT, SPT and repeated (hearing the instruction twice) conditions. No significant difference in performance was observed between the VT and repeated conditions, regardless of the child's level of intelligence. ASD children with lower-middle intelligence exhibited a smaller SPT effect than ASD children with upper-middle intelligence. Critically, while ASD children with low intelligence did not exhibit the SPT effect, an ID group with equivalent low intelligence did show this effect. Therefore, these results show that the SPT effect for ASD children is caused by the movement component and is uniquely associated with a certain level of intelligence, namely, lower middle and higher levels of intelligence. LAY SUMMARY: In ASD children, the benefit of physically performing instructions for working memory performance is uniquely associated with a certain level of intelligence. Only ASD children with lower-middle intelligence (and higher) benefit from physically performing instructions, and higher intelligence increases this benefit; ASD children with low intelligence do not show this benefit. This benefit in ASD children is attributed to the additional motoric code generated by physical performance. En ligne : http://dx.doi.org/10.1002/aur.2710 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483 [article] Subject-performed task effect on working memory performance in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Lijuan WANG, Auteur ; Tingting XIE, Auteur ; Huan MA, Auteur ; Miao XU, Auteur ; Xiaochun XIE, Auteur . - p.1698-1709. Langues : Anglais (eng) in Autism Research > 15-9 (September 2022) . - p.1698-1709 Mots-clés : Autism Spectrum Disorder/complications  Child  Cognition  Humans  Intellectual Disability/complications  Intelligence  Memory, Short-Term  SPT effect  autism spectrum disorder  movement component  working memory for instruction Index. décimale : PER Périodiques Résumé : A previous study found that children with autism spectrum disorder (ASD) have better recall when they perform instructions (subject-performed task [SPT]) than when they passively hear instructions (verbal task [VT]) in a working memory task for instructions, an effect that is called the SPT effect. This study explored whether the SPT effect exhibited by ASD children is caused by the movement component or by processing materials twice. More importantly, this study explored whether intelligence influences the SPT effect exhibited by ASD children. ASD children with three levels of intelligence (N = 56) and a control group, children with intellectual disability (ID) who had low intelligence but did not have ASD (N = 21), were asked to perform working memory tasks for instructions under VT, SPT and repeated (hearing the instruction twice) conditions. No significant difference in performance was observed between the VT and repeated conditions, regardless of the child's level of intelligence. ASD children with lower-middle intelligence exhibited a smaller SPT effect than ASD children with upper-middle intelligence. Critically, while ASD children with low intelligence did not exhibit the SPT effect, an ID group with equivalent low intelligence did show this effect. Therefore, these results show that the SPT effect for ASD children is caused by the movement component and is uniquely associated with a certain level of intelligence, namely, lower middle and higher levels of intelligence. LAY SUMMARY: In ASD children, the benefit of physically performing instructions for working memory performance is uniquely associated with a certain level of intelligence. Only ASD children with lower-middle intelligence (and higher) benefit from physically performing instructions, and higher intelligence increases this benefit; ASD children with low intelligence do not show this benefit. This benefit in ASD children is attributed to the additional motoric code generated by physical performance. En ligne : http://dx.doi.org/10.1002/aur.2710 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=483

What Ability Can Predict Mathematics Performance in Typically Developing Preschoolers and Those with Autism Spectrum Disorder? / Lijuan WANG in Journal of Autism and Developmental Disorders, 53-5 (May 2023)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.2062-2077 Titre : What Ability Can Predict Mathematics Performance in Typically Developing Preschoolers and Those with Autism Spectrum Disorder? Type de document : Texte imprimé et/ou numérique Auteurs : Lijuan WANG, Auteur ; Xiao LIANG, Auteur ; Bo JIANG, Auteur ; Qiutong WU, Auteur ; Luyao JIANG, Auteur Article en page(s) : p.2062-2077 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Research evaluating predictors of mathematics ability in preschoolers with autism spectrum disorder (ASD) is scarce and inconclusive. The present study first compared the mathematics ability and cognitive abilities of preschoolers with ASD and age-matched typically developing (TD) peers. Then, we examined the relative contributions of cognitive abilities to the mathematics ability of preschoolers with ASD and TD. The results show that compared to those of their age-matched TD peers, the mathematics and cognitive abilities of preschoolers with ASD were impaired. The predictors of mathematics ability were found to differ among preschoolers with ASD and their age-matched TD peers. For TD preschoolers, the domain-specific approximate number system (ANS) was the key predictor of mathematics ability. For preschoolers with ASD, domain-general working memory (WM) was most important. En ligne : https://doi.org/10.1007/s10803-022-05454-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501 [article] What Ability Can Predict Mathematics Performance in Typically Developing Preschoolers and Those with Autism Spectrum Disorder? [Texte imprimé et/ou numérique] / Lijuan WANG, Auteur ; Xiao LIANG, Auteur ; Bo JIANG, Auteur ; Qiutong WU, Auteur ; Luyao JIANG, Auteur . - p.2062-2077. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 53-5 (May 2023) . - p.2062-2077 Index. décimale : PER Périodiques Résumé : Research evaluating predictors of mathematics ability in preschoolers with autism spectrum disorder (ASD) is scarce and inconclusive. The present study first compared the mathematics ability and cognitive abilities of preschoolers with ASD and age-matched typically developing (TD) peers. Then, we examined the relative contributions of cognitive abilities to the mathematics ability of preschoolers with ASD and TD. The results show that compared to those of their age-matched TD peers, the mathematics and cognitive abilities of preschoolers with ASD were impaired. The predictors of mathematics ability were found to differ among preschoolers with ASD and their age-matched TD peers. For TD preschoolers, the domain-specific approximate number system (ANS) was the key predictor of mathematics ability. For preschoolers with ASD, domain-general working memory (WM) was most important. En ligne : https://doi.org/10.1007/s10803-022-05454-w Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=501

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