Autobiographical Memory and Social Problem-solving in Asperger Syndrome / Lorna GODDARD in Journal of Autism and Developmental Disorders, 37-2 (February 2007)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 37-2 (February 2007) . - p.291-300 Titre : Autobiographical Memory and Social Problem-solving in Asperger Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Lorna GODDARD, Auteur ; Patricia HOWLIN, Auteur ; Barbara DRITSCHEL, Auteur ; Trishna PATEL, Auteur Année de publication : 2007 Article en page(s) : p.291-300 Langues : Anglais (eng) Mots-clés : Autobiographical-memory Social-problem-solving Asperger-syndrome Index. décimale : PER Périodiques Résumé : Difficulties in social interaction are a central feature of Asperger syndrome. Effective social interaction involves the ability to solve interpersonal problems as and when they occur. Here we examined social problem-solving in a group of adults with Asperger syndrome and control group matched for age, gender and IQ. We also assessed autobiographical memory, on a cueing task and during social problem-solving, and examined the relationship between access to specific past experiences and social problem-solving ability. Results demonstrated a social problem-solving impairment in the Asperger group. Their solutions were less detailed, less effective and less extended in time. Autobiographical memory performance was also impaired with significantly longer latencies to retrieve specific memories and fewer specific memories retrieved in comparison to controls. En ligne : http://dx.doi.org/10.1007/s10803-006-0168-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=634 [article] Autobiographical Memory and Social Problem-solving in Asperger Syndrome [Texte imprimé et/ou numérique] / Lorna GODDARD, Auteur ; Patricia HOWLIN, Auteur ; Barbara DRITSCHEL, Auteur ; Trishna PATEL, Auteur . - 2007 . - p.291-300. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 37-2 (February 2007) . - p.291-300 Mots-clés : Autobiographical-memory Social-problem-solving Asperger-syndrome Index. décimale : PER Périodiques Résumé : Difficulties in social interaction are a central feature of Asperger syndrome. Effective social interaction involves the ability to solve interpersonal problems as and when they occur. Here we examined social problem-solving in a group of adults with Asperger syndrome and control group matched for age, gender and IQ. We also assessed autobiographical memory, on a cueing task and during social problem-solving, and examined the relationship between access to specific past experiences and social problem-solving ability. Results demonstrated a social problem-solving impairment in the Asperger group. Their solutions were less detailed, less effective and less extended in time. Autobiographical memory performance was also impaired with significantly longer latencies to retrieve specific memories and fewer specific memories retrieved in comparison to controls. En ligne : http://dx.doi.org/10.1007/s10803-006-0168-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=634

Development of autobiographical memory in children with autism spectrum disorders: Deficits, gains, and predictors of performance / Lorna GODDARD in Development and Psychopathology, 26-1 (February 2014)  

Public ISBD [article]  inDevelopment and Psychopathology > 26-1 (February 2014) . - p.215-228 Titre : Development of autobiographical memory in children with autism spectrum disorders: Deficits, gains, and predictors of performance Type de document : Texte imprimé et/ou numérique Auteurs : Lorna GODDARD, Auteur ; Barbara DRITSCHEL, Auteur ; Sally ROBINSON, Auteur ; Patricia HOWLIN, Auteur Article en page(s) : p.215-228 Langues : Français (fre) Index. décimale : PER Périodiques Résumé : Autobiographical memory (AM) was assessed in 63 children (aged 8–17 years) with an autism spectrum disorder (ASD) and compared with 63 typically developing children matched for age, gender, IQ, and verbal ability. A range of methodologies was employed for eliciting past experience with particular focus on the ability to recall (a) specific events, (b) the recent and remote past, and (c) semantic versus episodic memories across different lifetime periods. Results indicated that the ASD group manifested difficulties in retrieving specific memories to word cues and had poorer access to the remote past. Deficits were found in the context of intact recent memory and preserved general memory abilities, with some impairment of visual memory. Problems in retrieving episodic and semantic AMs across the life span were also evident. Qualitative analysis of memory reports suggested that the ASD group was less likely to refer to emotion in their remote memories but more likely to describe emotions in their recent memories. Important predictors of AM performance in the ASD group were central executive abilities, in particular cognitive flexibility and verbal fluency. En ligne : http://dx.doi.org/10.1017/S0954579413000904 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224 [article] Development of autobiographical memory in children with autism spectrum disorders: Deficits, gains, and predictors of performance [Texte imprimé et/ou numérique] / Lorna GODDARD, Auteur ; Barbara DRITSCHEL, Auteur ; Sally ROBINSON, Auteur ; Patricia HOWLIN, Auteur . - p.215-228. Langues : Français (fre) in Development and Psychopathology > 26-1 (February 2014) . - p.215-228 Index. décimale : PER Périodiques Résumé : Autobiographical memory (AM) was assessed in 63 children (aged 8–17 years) with an autism spectrum disorder (ASD) and compared with 63 typically developing children matched for age, gender, IQ, and verbal ability. A range of methodologies was employed for eliciting past experience with particular focus on the ability to recall (a) specific events, (b) the recent and remote past, and (c) semantic versus episodic memories across different lifetime periods. Results indicated that the ASD group manifested difficulties in retrieving specific memories to word cues and had poorer access to the remote past. Deficits were found in the context of intact recent memory and preserved general memory abilities, with some impairment of visual memory. Problems in retrieving episodic and semantic AMs across the life span were also evident. Qualitative analysis of memory reports suggested that the ASD group was less likely to refer to emotion in their remote memories but more likely to describe emotions in their recent memories. Important predictors of AM performance in the ASD group were central executive abilities, in particular cognitive flexibility and verbal fluency. En ligne : http://dx.doi.org/10.1017/S0954579413000904 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=224

Judgements of self-understanding in Vo adolescents with Asperger syndrome / Barbara DRITSCHEL in Autism, 14-5 (September 2010)  

Public ISBD [article]  inAutism > 14-5 (September 2010) . - p.509-518 Titre : Judgements of self-understanding in Vo adolescents with Asperger syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Barbara DRITSCHEL, Auteur ; Patricia HOWLIN, Auteur ; Lorna GODDARD, Auteur ; Mary WISELY, Auteur ; Sally ROBINSON, Auteur Année de publication : 2010 Article en page(s) : p.509-518 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Previous research has demonstrated that adults with high functioning autism (HFA)/Asperger syndrome (AS) judge others as having as much knowledge about their inner mental states as they do. The current study examined whether this pattern also applies to adolescents with HFA/AS because typically developing adolescents, in contrast to younger children, regard themselves as experts on their own inner states. Twenty-two adolescents with HFA/AS and 22 controls judged how much they versus a comparison person knew about 6 aspects of their inner states. In contrast to typically developing adolescents, those with HFA/AS judged the comparison person as having more knowledge about themselves than they did. This study suggests that adolescents with HFA/AS have more pronounced difficulties with this aspect of self-knowledge than do adults with this condition. The implications of this deficit for social functioning are discussed. En ligne : http://dx.doi.org/10.1177/1362361310368407 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=112 [article] Judgements of self-understanding in Vo adolescents with Asperger syndrome [Texte imprimé et/ou numérique] / Barbara DRITSCHEL, Auteur ; Patricia HOWLIN, Auteur ; Lorna GODDARD, Auteur ; Mary WISELY, Auteur ; Sally ROBINSON, Auteur . - 2010 . - p.509-518. Langues : Anglais (eng) in Autism > 14-5 (September 2010) . - p.509-518 Index. décimale : PER Périodiques Résumé : Previous research has demonstrated that adults with high functioning autism (HFA)/Asperger syndrome (AS) judge others as having as much knowledge about their inner mental states as they do. The current study examined whether this pattern also applies to adolescents with HFA/AS because typically developing adolescents, in contrast to younger children, regard themselves as experts on their own inner states. Twenty-two adolescents with HFA/AS and 22 controls judged how much they versus a comparison person knew about 6 aspects of their inner states. In contrast to typically developing adolescents, those with HFA/AS judged the comparison person as having more knowledge about themselves than they did. This study suggests that adolescents with HFA/AS have more pronounced difficulties with this aspect of self-knowledge than do adults with this condition. The implications of this deficit for social functioning are discussed. En ligne : http://dx.doi.org/10.1177/1362361310368407 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=112

Modeling the impact of social problem-solving deficits on depressive vulnerability in the broader autism phenotype / Scott L. J. JACKSON in Research in Autism Spectrum Disorders, 21 (January 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 21 (January 2016) . - p.128-138 Titre : Modeling the impact of social problem-solving deficits on depressive vulnerability in the broader autism phenotype Type de document : Texte imprimé et/ou numérique Auteurs : Scott L. J. JACKSON, Auteur ; Barbara DRITSCHEL, Auteur Article en page(s) : p.128-138 Langues : Anglais (eng) Mots-clés : Autism-Spectrum Quotient (AQ)  Autism phenotype expression  Social problem solving  Depression  University students  Path model analysis Index. décimale : PER Périodiques Résumé : The social communication and interaction deficits associated with the autism phenotype can have serious emotional consequences for individuals on the autism spectrum. This can be particularly true during young-adulthood, a period of increased social demands and expectations. The current study investigated the specific role of social problem-solving deficits as a mediator in the relationship between autism phenotype severity and depressive symptomology in young-adults. A sample of 230 university students (48% male) ranging in age from 18 to 30 (M = 21.30, SD = 2.48) were assessed on autism phenotype expression (Autism-Spectrum Quotient), social problem-solving ability (Social Problem-Solving Inventory, Revised) and depressive symptomology (Beck’s Depression Inventory). Results indicated that deficient social problem-solving skills account for a significant portion of the depressive symptomology associated with increased autism phenotype expression. Path model analysis output suggested that increased expression of the social components of the autism phenotype are associated with both ineffective social problem-solving styles and attitudes, while increased detail orientation discourages the use of an impulsive problem-solving style. The findings of this investigation provide preliminary evidence suggesting that programs designed to improve social problem-solving skills could be beneficial in the reduction of depressive vulnerability for young-adults on the autism spectrum. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.10.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=274 [article] Modeling the impact of social problem-solving deficits on depressive vulnerability in the broader autism phenotype [Texte imprimé et/ou numérique] / Scott L. J. JACKSON, Auteur ; Barbara DRITSCHEL, Auteur . - p.128-138. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 21 (January 2016) . - p.128-138 Mots-clés : Autism-Spectrum Quotient (AQ)  Autism phenotype expression  Social problem solving  Depression  University students  Path model analysis Index. décimale : PER Périodiques Résumé : The social communication and interaction deficits associated with the autism phenotype can have serious emotional consequences for individuals on the autism spectrum. This can be particularly true during young-adulthood, a period of increased social demands and expectations. The current study investigated the specific role of social problem-solving deficits as a mediator in the relationship between autism phenotype severity and depressive symptomology in young-adults. A sample of 230 university students (48% male) ranging in age from 18 to 30 (M = 21.30, SD = 2.48) were assessed on autism phenotype expression (Autism-Spectrum Quotient), social problem-solving ability (Social Problem-Solving Inventory, Revised) and depressive symptomology (Beck’s Depression Inventory). Results indicated that deficient social problem-solving skills account for a significant portion of the depressive symptomology associated with increased autism phenotype expression. Path model analysis output suggested that increased expression of the social components of the autism phenotype are associated with both ineffective social problem-solving styles and attitudes, while increased detail orientation discourages the use of an impulsive problem-solving style. The findings of this investigation provide preliminary evidence suggesting that programs designed to improve social problem-solving skills could be beneficial in the reduction of depressive vulnerability for young-adults on the autism spectrum. En ligne : http://dx.doi.org/10.1016/j.rasd.2015.10.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=274

A Preliminary Study of Gender Differences in Autobiographical Memory in Children with an Autism Spectrum Disorder / Lorna GODDARD in Journal of Autism and Developmental Disorders, 44-9 (September 2014)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2087-2095 Titre : A Preliminary Study of Gender Differences in Autobiographical Memory in Children with an Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Lorna GODDARD, Auteur ; Barbara DRITSCHEL, Auteur ; Patricia HOWLIN, Auteur Article en page(s) : p.2087-2095 Langues : Anglais (eng) Mots-clés : Autobiographical memory  Gender  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Autobiographical memory was assessed in 24 children (12 male, 12 female, aged between 8 and 16 years) with autism spectrum disorder (ASD) and a comparison group of 24 typically developing (TD) children matched for age, IQ, gender and receptive language. Results suggested that a deficit in specific memory retrieval in the ASD group was more characteristic of male participants. Females in both the TD and ASD groups generated more detailed and emotional memories than males. They also demonstrated superior verbal fluency scores; verbal fluency and autobiographical memory cueing task performance were significantly positively correlated in females. Results are discussed in light of recent research suggesting gender differences in the phenotype of ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2109-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238 [article] A Preliminary Study of Gender Differences in Autobiographical Memory in Children with an Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Lorna GODDARD, Auteur ; Barbara DRITSCHEL, Auteur ; Patricia HOWLIN, Auteur . - p.2087-2095. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 44-9 (September 2014) . - p.2087-2095 Mots-clés : Autobiographical memory  Gender  Autism spectrum disorder Index. décimale : PER Périodiques Résumé : Autobiographical memory was assessed in 24 children (12 male, 12 female, aged between 8 and 16 years) with autism spectrum disorder (ASD) and a comparison group of 24 typically developing (TD) children matched for age, IQ, gender and receptive language. Results suggested that a deficit in specific memory retrieval in the ASD group was more characteristic of male participants. Females in both the TD and ASD groups generated more detailed and emotional memories than males. They also demonstrated superior verbal fluency scores; verbal fluency and autobiographical memory cueing task performance were significantly positively correlated in females. Results are discussed in light of recent research suggesting gender differences in the phenotype of ASD. En ligne : http://dx.doi.org/10.1007/s10803-014-2109-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=238

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