Attention and Working Memory in ASD / Brittany G. TRAVERS

Public ISBD in The Neuropsychology of Autism / Deborah A. FEIN Titre : Attention and Working Memory in ASD Type de document : Texte imprimé et/ou numérique Auteurs : Brittany G. TRAVERS, Auteur ; Mark R. KLINGER, Auteur ; Laura GROFER KLINGER, Auteur Année de publication : 2011 Importance : p.161-184 Langues : Anglais (eng) Index. décimale : SCI-C SCI-C - Neuropsychologie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=140 in The Neuropsychology of Autism / Deborah A. FEIN Attention and Working Memory in ASD [Texte imprimé et/ou numérique] / Brittany G. TRAVERS, Auteur ; Mark R. KLINGER, Auteur ; Laura GROFER KLINGER, Auteur . - 2011 . - p.161-184. Langues : Anglais (eng) Index. décimale : SCI-C SCI-C - Neuropsychologie Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=140

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Decision-Making Skills in ASD: Performance on the Iowa Gambling Task / Joanna L. MUSSEY in Autism Research, 8-1 (February 2015)  

Public ISBD [article]  inAutism Research > 8-1 (February 2015) . - p.105-114 Titre : Decision-Making Skills in ASD: Performance on the Iowa Gambling Task Type de document : Texte imprimé et/ou numérique Auteurs : Joanna L. MUSSEY, Auteur ; Brittany G. TRAVERS, Auteur ; Laura Grofer KLINGER, Auteur ; Mark R. KLINGER, Auteur Article en page(s) : p.105-114 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  decision making  Iowa Gambling Task  implicit learning Index. décimale : PER Périodiques Résumé : Decision making plays a key role in daily function, but little is known regarding how individuals with autism spectrum disorder (ASD) make decisions. The present studies examined decision making in persons with ASD using the Iowa Gambling Task (IGT), a computerized card game with the goal of earning money by deciding among decks of cards. To be successful, players need to figure out which decks are associated with winning and which are associated with losing money in the long run. Results of Study 1 indicated that participants with ASD made poorer decisions and showed slower learning of which decks earned more money compared with participants with typical development. Additionally, they made more frequent shifts between decks compared with participants with typical development. In Study 2, undergraduate students with typical development completed the IGT to examine whether instructing them to make frequent shifts between decks early in the IGT would negatively impact their decision making. Results of Study 2 suggested that when participants with typical development were required to make frequent shifts, they exhibited a slower rate of learning and poorer decision making, thus emulating participants with ASD in Study 1. The combined results suggest that the way that persons with ASD explore and attend to their environment may be related to poor decision making. Implications for cognitive learning styles are discussed. Autism Res 2015, 8: 105–114. En ligne : http://dx.doi.org/10.1002/aur.1429 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256 [article] Decision-Making Skills in ASD: Performance on the Iowa Gambling Task [Texte imprimé et/ou numérique] / Joanna L. MUSSEY, Auteur ; Brittany G. TRAVERS, Auteur ; Laura Grofer KLINGER, Auteur ; Mark R. KLINGER, Auteur . - p.105-114. Langues : Anglais (eng) in Autism Research > 8-1 (February 2015) . - p.105-114 Mots-clés : autism spectrum disorder  decision making  Iowa Gambling Task  implicit learning Index. décimale : PER Périodiques Résumé : Decision making plays a key role in daily function, but little is known regarding how individuals with autism spectrum disorder (ASD) make decisions. The present studies examined decision making in persons with ASD using the Iowa Gambling Task (IGT), a computerized card game with the goal of earning money by deciding among decks of cards. To be successful, players need to figure out which decks are associated with winning and which are associated with losing money in the long run. Results of Study 1 indicated that participants with ASD made poorer decisions and showed slower learning of which decks earned more money compared with participants with typical development. Additionally, they made more frequent shifts between decks compared with participants with typical development. In Study 2, undergraduate students with typical development completed the IGT to examine whether instructing them to make frequent shifts between decks early in the IGT would negatively impact their decision making. Results of Study 2 suggested that when participants with typical development were required to make frequent shifts, they exhibited a slower rate of learning and poorer decision making, thus emulating participants with ASD in Study 1. The combined results suggest that the way that persons with ASD explore and attend to their environment may be related to poor decision making. Implications for cognitive learning styles are discussed. Autism Res 2015, 8: 105–114. En ligne : http://dx.doi.org/10.1002/aur.1429 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256

Difficulties with multi-sensory fear conditioning in individuals with autism spectrum disorder / Patrick S. POWELL in Research in Autism Spectrum Disorders, 25 (May 2016)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 25 (May 2016) . - p.137-146 Titre : Difficulties with multi-sensory fear conditioning in individuals with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Patrick S. POWELL, Auteur ; Brittany G. TRAVERS, Auteur ; Laura G. KLINGER, Auteur ; Mark R. KLINGER, Auteur Article en page(s) : p.137-146 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Conditioning  Associative learning  Emotion learning Index. décimale : PER Périodiques Résumé : AbstractBackground Classical conditioning represents a fundamental aspect of learning, allowing us to infer relationships between coinciding events in our environment. However, recent evidence has suggested this fundamental form of learning may be compromised in individuals with autism spectrum disorder (ASD). The present study utilized galvanic skin responses to examine classical conditioning in individuals with ASD across sensory modalities. Method Fifteen individuals diagnosed with ASD and 16 age-, gender-, and IQ-matched individuals with typical development participated in this study. Using a differential fear conditioning paradigm, participants were presented with a series of colors and sounds. A subset of these colors and sounds was paired with an aversive loud noise. Learning the contingency between the color and/or sound and the aversive noise was measured by changes in skin conductance. Following this task, an explicit-knowledge test probed participant’s awareness of these contingencies. Results Results indicated that individuals with ASD had a general impairment in fear conditioning compared to individuals with typical development. Additionally, participants with ASD who showed greater explicit awareness of the contingencies showed conditioned responses more similar to participants with typical development. Conclusions Implications for theories of the neurobiological mechanisms associated with learning and social impairments in ASD are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.02.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285 [article] Difficulties with multi-sensory fear conditioning in individuals with autism spectrum disorder [Texte imprimé et/ou numérique] / Patrick S. POWELL, Auteur ; Brittany G. TRAVERS, Auteur ; Laura G. KLINGER, Auteur ; Mark R. KLINGER, Auteur . - p.137-146. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 25 (May 2016) . - p.137-146 Mots-clés : Autism spectrum disorder  Conditioning  Associative learning  Emotion learning Index. décimale : PER Périodiques Résumé : AbstractBackground Classical conditioning represents a fundamental aspect of learning, allowing us to infer relationships between coinciding events in our environment. However, recent evidence has suggested this fundamental form of learning may be compromised in individuals with autism spectrum disorder (ASD). The present study utilized galvanic skin responses to examine classical conditioning in individuals with ASD across sensory modalities. Method Fifteen individuals diagnosed with ASD and 16 age-, gender-, and IQ-matched individuals with typical development participated in this study. Using a differential fear conditioning paradigm, participants were presented with a series of colors and sounds. A subset of these colors and sounds was paired with an aversive loud noise. Learning the contingency between the color and/or sound and the aversive noise was measured by changes in skin conductance. Following this task, an explicit-knowledge test probed participant’s awareness of these contingencies. Results Results indicated that individuals with ASD had a general impairment in fear conditioning compared to individuals with typical development. Additionally, participants with ASD who showed greater explicit awareness of the contingencies showed conditioned responses more similar to participants with typical development. Conclusions Implications for theories of the neurobiological mechanisms associated with learning and social impairments in ASD are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2016.02.008 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=285

Motor Difficulties in Autism Spectrum Disorder: Linking Symptom Severity and Postural Stability / Brittany G. TRAVERS in Journal of Autism and Developmental Disorders, 43-7 (July 2013)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 43-7 (July 2013) . - p.1568-1583 Titre : Motor Difficulties in Autism Spectrum Disorder: Linking Symptom Severity and Postural Stability Type de document : Texte imprimé et/ou numérique Auteurs : Brittany G. TRAVERS, Auteur ; Patrick S. POWELL, Auteur ; Laura G. KLINGER, Auteur ; Mark R. KLINGER, Auteur Année de publication : 2013 Article en page(s) : p.1568-1583 Langues : Anglais (eng) Mots-clés : Autism  Motor development  Postural stability  Balance Index. décimale : PER Périodiques Résumé : Postural stability is a fundamental aspect of motor ability that allows individuals to sustain and maintain the desired physical position of one’s body. The present study examined postural stability in average-IQ adolescents and adults with Autism Spectrum Disorder (ASD). Twenty-six individuals with ASD and 26 age-and-IQ-matched individuals with typical development stood on one leg or two legs with eyes opened or closed on a Wii balance board. Results indicated significant group differences in postural stability during one-legged standing, but there were no significant group differences during two-legged standing. This suggests that static balance during more complex standing postures is impaired in average-IQ individuals with ASD. Further, current ASD symptoms were related to postural stability during two-legged standing in individuals with ASD. Future directions and clinical implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1702-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202 [article] Motor Difficulties in Autism Spectrum Disorder: Linking Symptom Severity and Postural Stability [Texte imprimé et/ou numérique] / Brittany G. TRAVERS, Auteur ; Patrick S. POWELL, Auteur ; Laura G. KLINGER, Auteur ; Mark R. KLINGER, Auteur . - 2013 . - p.1568-1583. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 43-7 (July 2013) . - p.1568-1583 Mots-clés : Autism  Motor development  Postural stability  Balance Index. décimale : PER Périodiques Résumé : Postural stability is a fundamental aspect of motor ability that allows individuals to sustain and maintain the desired physical position of one’s body. The present study examined postural stability in average-IQ adolescents and adults with Autism Spectrum Disorder (ASD). Twenty-six individuals with ASD and 26 age-and-IQ-matched individuals with typical development stood on one leg or two legs with eyes opened or closed on a Wii balance board. Results indicated significant group differences in postural stability during one-legged standing, but there were no significant group differences during two-legged standing. This suggests that static balance during more complex standing postures is impaired in average-IQ individuals with ASD. Further, current ASD symptoms were related to postural stability during two-legged standing in individuals with ASD. Future directions and clinical implications are discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1702-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202

Motor Learning in Individuals With Autism Spectrum Disorder: Activation in Superior Parietal Lobule Related to Learning and Repetitive Behaviors / Brittany G. TRAVERS in Autism Research, 8-1 (February 2015)  

Public ISBD [article]  inAutism Research > 8-1 (February 2015) . - p.38-51 Titre : Motor Learning in Individuals With Autism Spectrum Disorder: Activation in Superior Parietal Lobule Related to Learning and Repetitive Behaviors Type de document : Texte imprimé et/ou numérique Auteurs : Brittany G. TRAVERS, Auteur ; Rajesh K. KANA, Auteur ; Laura G. KLINGER, Auteur ; Christopher L. KLEIN, Auteur ; Mark R. KLINGER, Auteur Article en page(s) : p.38-51 Langues : Anglais (eng) Mots-clés : autism  motor learning  implicit learning  procedural learning  superior parietal  repetitive behaviors Index. décimale : PER Périodiques Résumé : Motor-linked implicit learning is the learning of a sequence of movements without conscious awareness. Although motor symptoms are frequently reported in individuals with autism spectrum disorder (ASD), recent behavioral studies have suggested that motor-linked implicit learning may be intact in ASD. The serial reaction time (SRT) task is one of the most common measures of motor-linked implicit learning. The present study used a 3T functional magnetic resonance imaging scanner to examine the behavioral and neural correlates of real-time motor sequence learning in adolescents and adults with ASD (n?=?15) compared with age- and intelligence quotient-matched individuals with typical development (n?=?15) during an SRT task. Behavioral results suggested less robust motor sequence learning in individuals with ASD. Group differences in brain activation suggested that individuals with ASD, relative to individuals with typical development, showed decreased activation in the right superior parietal lobule (SPL) and right precuneus (Brodmann areas 5 and 7, and extending into the intraparietal sulcus) during learning. Activation in these areas (and in areas such as the right putamen and right supramarginal gyrus) was found to be significantly related to behavioral learning in this task. Additionally, individuals with ASD who had more severe repetitive behavior/restricted interest symptoms demonstrated greater decreased activation in these regions during motor learning. In conjunction, these results suggest that the SPL may play an important role in motor learning and repetitive behavior in individuals with ASD. Autism Res 2015, 8: 38–51. © 2014 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1403 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256 [article] Motor Learning in Individuals With Autism Spectrum Disorder: Activation in Superior Parietal Lobule Related to Learning and Repetitive Behaviors [Texte imprimé et/ou numérique] / Brittany G. TRAVERS, Auteur ; Rajesh K. KANA, Auteur ; Laura G. KLINGER, Auteur ; Christopher L. KLEIN, Auteur ; Mark R. KLINGER, Auteur . - p.38-51. Langues : Anglais (eng) in Autism Research > 8-1 (February 2015) . - p.38-51 Mots-clés : autism  motor learning  implicit learning  procedural learning  superior parietal  repetitive behaviors Index. décimale : PER Périodiques Résumé : Motor-linked implicit learning is the learning of a sequence of movements without conscious awareness. Although motor symptoms are frequently reported in individuals with autism spectrum disorder (ASD), recent behavioral studies have suggested that motor-linked implicit learning may be intact in ASD. The serial reaction time (SRT) task is one of the most common measures of motor-linked implicit learning. The present study used a 3T functional magnetic resonance imaging scanner to examine the behavioral and neural correlates of real-time motor sequence learning in adolescents and adults with ASD (n?=?15) compared with age- and intelligence quotient-matched individuals with typical development (n?=?15) during an SRT task. Behavioral results suggested less robust motor sequence learning in individuals with ASD. Group differences in brain activation suggested that individuals with ASD, relative to individuals with typical development, showed decreased activation in the right superior parietal lobule (SPL) and right precuneus (Brodmann areas 5 and 7, and extending into the intraparietal sulcus) during learning. Activation in these areas (and in areas such as the right putamen and right supramarginal gyrus) was found to be significantly related to behavioral learning in this task. Additionally, individuals with ASD who had more severe repetitive behavior/restricted interest symptoms demonstrated greater decreased activation in these regions during motor learning. In conjunction, these results suggest that the SPL may play an important role in motor learning and repetitive behavior in individuals with ASD. Autism Res 2015, 8: 38–51. © 2014 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1403 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=256

Motor-linked implicit learning in persons with autism spectrum disorders / Brittany G. TRAVERS in Autism Research, 3-2 (April 2010)  

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Patterns of Age-Related Cognitive Differences in Adults with Autism Spectrum Disorder / Patrick S. POWELL in Journal of Autism and Developmental Disorders, 47-10 (October 2017)  

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Spatial and Identity Cues Differentially Affect Implicit Contextual Cueing in Adolescents and Adults with Autism Spectrum Disorder / Brittany G. TRAVERS in Journal of Autism and Developmental Disorders, 43-10 (October 2013)  

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The role of mirroring and mentalizing networks in mediating action intentions in autism / Lauren E. LIBERO in Molecular Autism, (October 2014)  

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