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Working memory deficits in high-functioning adolescents with autism spectrum disorders: neuropsychological and neuroimaging correlates / E. M. BARENDSE in Journal of Neurodevelopmental Disorders, 5-1 (December 2013)
[article]
Titre : Working memory deficits in high-functioning adolescents with autism spectrum disorders: neuropsychological and neuroimaging correlates Type de document : Texte imprimé et/ou numérique Auteurs : E. M. BARENDSE, Auteur ; M. P. HENDRIKS, Auteur ; J. F. JANSEN, Auteur ; W. H. BACKES, Auteur ; P. A. HOFMAN, Auteur ; G. THOONEN, Auteur ; R. P. KESSELS, Auteur ; A. P. ALDENKAMP, Auteur Article en page(s) : p.14 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Working memory is a temporary storage system under attentional control. It is believed to play a central role in online processing of complex cognitive information and may also play a role in social cognition and interpersonal interactions. Adolescents with a disorder on the autism spectrum display problems in precisely these domains. Social impairments, communication difficulties, and repetitive interests and activities are core domains of autism spectrum disorders (ASD), and executive function problems are often seen throughout the spectrum. As the main cognitive theories of ASD, including the theory of mind deficit hypotheses, weak central coherence account, and the executive dysfunction theory, still fail to explain the broad spectrum of symptoms, a new perspective on the etiology of ASD is needed. Deficits in working memory are central to many theories of psychopathology, and are generally linked to frontal-lobe dysfunction. This article will review neuropsychological and (functional) brain imaging studies on working memory in adolescents with ASD. Although still disputed, it is concluded that within the working memory system specific problems of spatial working memory are often seen in adolescents with ASD. These problems increase when information is more complex and greater demands on working memory are made. Neuroimaging studies indicate a more global working memory processing or connectivity deficiency, rather than a focused deficit in the prefrontal cortex. More research is needed to relate these working memory difficulties and neuroimaging results in ASD to the behavioral difficulties as seen in individuals with a disorder on the autism spectrum. En ligne : http://dx.doi.org/10.1186/1866-1955-5-14 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=345
in Journal of Neurodevelopmental Disorders > 5-1 (December 2013) . - p.14[article] Working memory deficits in high-functioning adolescents with autism spectrum disorders: neuropsychological and neuroimaging correlates [Texte imprimé et/ou numérique] / E. M. BARENDSE, Auteur ; M. P. HENDRIKS, Auteur ; J. F. JANSEN, Auteur ; W. H. BACKES, Auteur ; P. A. HOFMAN, Auteur ; G. THOONEN, Auteur ; R. P. KESSELS, Auteur ; A. P. ALDENKAMP, Auteur . - p.14.
Langues : Anglais (eng)
in Journal of Neurodevelopmental Disorders > 5-1 (December 2013) . - p.14
Index. décimale : PER Périodiques Résumé : Working memory is a temporary storage system under attentional control. It is believed to play a central role in online processing of complex cognitive information and may also play a role in social cognition and interpersonal interactions. Adolescents with a disorder on the autism spectrum display problems in precisely these domains. Social impairments, communication difficulties, and repetitive interests and activities are core domains of autism spectrum disorders (ASD), and executive function problems are often seen throughout the spectrum. As the main cognitive theories of ASD, including the theory of mind deficit hypotheses, weak central coherence account, and the executive dysfunction theory, still fail to explain the broad spectrum of symptoms, a new perspective on the etiology of ASD is needed. Deficits in working memory are central to many theories of psychopathology, and are generally linked to frontal-lobe dysfunction. This article will review neuropsychological and (functional) brain imaging studies on working memory in adolescents with ASD. Although still disputed, it is concluded that within the working memory system specific problems of spatial working memory are often seen in adolescents with ASD. These problems increase when information is more complex and greater demands on working memory are made. Neuroimaging studies indicate a more global working memory processing or connectivity deficiency, rather than a focused deficit in the prefrontal cortex. More research is needed to relate these working memory difficulties and neuroimaging results in ASD to the behavioral difficulties as seen in individuals with a disorder on the autism spectrum. En ligne : http://dx.doi.org/10.1186/1866-1955-5-14 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=345 Working Memory Impairments in Chromosome 22q11.2 Deletion Syndrome: The Roles of Anxiety and Stress Physiology / Ashley F. P. SANDERS in Journal of Autism and Developmental Disorders, 47-4 (April 2017)
[article]
Titre : Working Memory Impairments in Chromosome 22q11.2 Deletion Syndrome: The Roles of Anxiety and Stress Physiology Type de document : Texte imprimé et/ou numérique Auteurs : Ashley F. P. SANDERS, Auteur ; Diana A. HOBBS, Auteur ; David D. STEPHENSON, Auteur ; Robert D. LAIRD, Auteur ; Elliott A. BEATON, Auteur Article en page(s) : p.992-1005 Langues : Anglais (eng) Mots-clés : Anxiety Chromosome 22q11.2DS DiGeorge Syndrome Stress Velocardiofacial Syndrome Working memory Index. décimale : PER Périodiques Résumé : Stress and anxiety have a negative impact on working memory systems by competing for executive resources and attention. Broad memory deficits, anxiety, and elevated stress have been reported in individuals with chromosome 22q11.2 deletion syndrome (22q11.2DS). We investigated anxiety and physiological stress reactivity in relation to visuospatial working memory impairments in 20 children with 22q11.2DS and 32 typically developing (TD) children ages 7 to 16. Children with 22q11.2DS demonstrated poorer working memory, reduced post-stress respiratory sinus arrhythmia recovery, and overall increased levels of cortisol in comparison to TD children. Anxiety, but not physiological stress responsivity, mediated the relationship between 22q11.2DS diagnosis and visuospatial working memory impairment. Findings indicate that anxiety exacerbates impaired working memory in children with 22q11.2DS. En ligne : http://dx.doi.org/10.1007/s10803-016-3011-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304
in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.992-1005[article] Working Memory Impairments in Chromosome 22q11.2 Deletion Syndrome: The Roles of Anxiety and Stress Physiology [Texte imprimé et/ou numérique] / Ashley F. P. SANDERS, Auteur ; Diana A. HOBBS, Auteur ; David D. STEPHENSON, Auteur ; Robert D. LAIRD, Auteur ; Elliott A. BEATON, Auteur . - p.992-1005.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.992-1005
Mots-clés : Anxiety Chromosome 22q11.2DS DiGeorge Syndrome Stress Velocardiofacial Syndrome Working memory Index. décimale : PER Périodiques Résumé : Stress and anxiety have a negative impact on working memory systems by competing for executive resources and attention. Broad memory deficits, anxiety, and elevated stress have been reported in individuals with chromosome 22q11.2 deletion syndrome (22q11.2DS). We investigated anxiety and physiological stress reactivity in relation to visuospatial working memory impairments in 20 children with 22q11.2DS and 32 typically developing (TD) children ages 7 to 16. Children with 22q11.2DS demonstrated poorer working memory, reduced post-stress respiratory sinus arrhythmia recovery, and overall increased levels of cortisol in comparison to TD children. Anxiety, but not physiological stress responsivity, mediated the relationship between 22q11.2DS diagnosis and visuospatial working memory impairment. Findings indicate that anxiety exacerbates impaired working memory in children with 22q11.2DS. En ligne : http://dx.doi.org/10.1007/s10803-016-3011-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 Working Memory in Early-School-Age Children with Asperger’s Syndrome / Jifang CUI in Journal of Autism and Developmental Disorders, 40-8 (August 2010)
[article]
Titre : Working Memory in Early-School-Age Children with Asperger’s Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Jifang CUI, Auteur ; Dingguo GAO, Auteur ; Yinghe CHEN, Auteur ; Xiaobing ZOU, Auteur ; Ya WANG, Auteur Année de publication : 2010 Article en page(s) : p.958-967 Langues : Anglais (eng) Mots-clés : Asperger’s-syndrome Executive-function Working-memory High-functioning autism Index. décimale : PER Périodiques Résumé : Using a battery of working memory span tasks and n-back tasks, this study aimed to explore working memory functions in early-school-age children with Asperger’s syndrome (AS). Twelve children with AS and 29 healthy children matched on age and IQ were recruited. Results showed: (a) children with AS performed better in digit and word recall tasks, but worse in block recall task and variant-visual-patterns test; (b) children with AS took longer time in most conditions of n-back tasks, and showed larger effects of task load. These findings indicated imbalance of working memory development in AS children: they had advantage in the phonological loop storing, but disadvantage in the visuospatial sketchpad storing, and partial deficit in central executive. En ligne : http://dx.doi.org/10.1007/s10803-010-0943-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108
in Journal of Autism and Developmental Disorders > 40-8 (August 2010) . - p.958-967[article] Working Memory in Early-School-Age Children with Asperger’s Syndrome [Texte imprimé et/ou numérique] / Jifang CUI, Auteur ; Dingguo GAO, Auteur ; Yinghe CHEN, Auteur ; Xiaobing ZOU, Auteur ; Ya WANG, Auteur . - 2010 . - p.958-967.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 40-8 (August 2010) . - p.958-967
Mots-clés : Asperger’s-syndrome Executive-function Working-memory High-functioning autism Index. décimale : PER Périodiques Résumé : Using a battery of working memory span tasks and n-back tasks, this study aimed to explore working memory functions in early-school-age children with Asperger’s syndrome (AS). Twelve children with AS and 29 healthy children matched on age and IQ were recruited. Results showed: (a) children with AS performed better in digit and word recall tasks, but worse in block recall task and variant-visual-patterns test; (b) children with AS took longer time in most conditions of n-back tasks, and showed larger effects of task load. These findings indicated imbalance of working memory development in AS children: they had advantage in the phonological loop storing, but disadvantage in the visuospatial sketchpad storing, and partial deficit in central executive. En ligne : http://dx.doi.org/10.1007/s10803-010-0943-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=108 Working memory moderates the association between early institutional care and separation anxiety symptoms in late childhood and adolescence / Laura Alicia ALBA in Development and Psychopathology, 31-3 (August 2019)
[article]
Titre : Working memory moderates the association between early institutional care and separation anxiety symptoms in late childhood and adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Laura Alicia ALBA, Auteur ; Jessica FLANNERY, Auteur ; Mor SHAPIRO, Auteur ; Nim TOTTENHAM, Auteur Article en page(s) : p.989-997 Langues : Anglais (eng) Mots-clés : cortisol early caregiving adversity emotion dysregulation separation anxiety working memory Index. décimale : PER Périodiques Résumé : Adverse caregiving, for example, previous institutionalization (PI), is often associated with emotion dysregulation that increases anxiety risk. However, the concept of developmental multifinality predicts heterogeneity in anxiety outcomes. Despite this well-known heterogeneity, more work is needed to identify sources of this heterogeneity and how these sources interact with environmental risk to influence mental health. Here, working memory (WM) was examined during late childhood/adolescence as an intra-individual factor to mitigate the risk for separation anxiety, which is particularly susceptible to caregiving adversities. A modified “object-in-place” task was administered to 110 youths (10–17 years old), with or without a history of PI. The PI youths had elevated separation anxiety scores, which were anticorrelated with morning cortisol levels, yet there were no group differences in WM. PI youths showed significant heterogeneity in separation anxiety symptoms and morning cortisol levels, and WM moderated the link between caregiving and separation anxiety and mediated the association between separation anxiety and morning cortisol in PI youth. Findings suggest that (a) institutional care exerts divergent developmental consequences on separation anxiety versus WM, (b) WM interacts with adversity-related emotion dysregulation, and (c) WM may be a therapeutic target for separation anxiety following early caregiving adversity. En ligne : http://dx.doi.org/10.1017/S0954579419000452 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403
in Development and Psychopathology > 31-3 (August 2019) . - p.989-997[article] Working memory moderates the association between early institutional care and separation anxiety symptoms in late childhood and adolescence [Texte imprimé et/ou numérique] / Laura Alicia ALBA, Auteur ; Jessica FLANNERY, Auteur ; Mor SHAPIRO, Auteur ; Nim TOTTENHAM, Auteur . - p.989-997.
Langues : Anglais (eng)
in Development and Psychopathology > 31-3 (August 2019) . - p.989-997
Mots-clés : cortisol early caregiving adversity emotion dysregulation separation anxiety working memory Index. décimale : PER Périodiques Résumé : Adverse caregiving, for example, previous institutionalization (PI), is often associated with emotion dysregulation that increases anxiety risk. However, the concept of developmental multifinality predicts heterogeneity in anxiety outcomes. Despite this well-known heterogeneity, more work is needed to identify sources of this heterogeneity and how these sources interact with environmental risk to influence mental health. Here, working memory (WM) was examined during late childhood/adolescence as an intra-individual factor to mitigate the risk for separation anxiety, which is particularly susceptible to caregiving adversities. A modified “object-in-place” task was administered to 110 youths (10–17 years old), with or without a history of PI. The PI youths had elevated separation anxiety scores, which were anticorrelated with morning cortisol levels, yet there were no group differences in WM. PI youths showed significant heterogeneity in separation anxiety symptoms and morning cortisol levels, and WM moderated the link between caregiving and separation anxiety and mediated the association between separation anxiety and morning cortisol in PI youth. Findings suggest that (a) institutional care exerts divergent developmental consequences on separation anxiety versus WM, (b) WM interacts with adversity-related emotion dysregulation, and (c) WM may be a therapeutic target for separation anxiety following early caregiving adversity. En ligne : http://dx.doi.org/10.1017/S0954579419000452 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=403 Working memory of school-aged children on the autism spectrum: Predictors for longitudinal growth / Sohyun An KIM in Autism, 27-8 (November 2023)
[article]
Titre : Working memory of school-aged children on the autism spectrum: Predictors for longitudinal growth Type de document : Texte imprimé et/ou numérique Auteurs : Sohyun An KIM, Auteur ; Connie KASARI, Auteur Article en page(s) : p.2422-2433 Mots-clés : approaches to learning autism longitudinal development socioeconomic status student-teacher relationship working memory Index. décimale : PER Périodiques Résumé : Working memory is an important component of executive functioning, an area of difficulty for many autistic children. However, executive functioning and working memory are highly malleable throughout childhood, and various student-level and environmental factors play important roles in their development. This study used the Early Childhood Longitudinal Studies-Kindergarten Class of 2011. Conditional latent growth models were constructed to identify possible predictors for autistic children?s working memory performance upon entering kindergarten and their relative growth throughout their elementary school years. Study results indicate that socioeconomic status and students' approaches to learning were positively associated with autistic children?s working memory performance upon school entry. Students' approaches to learning positively predicted their rate of growth during the first 3?years and negatively predicted their rate of growth during the last 3?years of elementary school. Student-teacher relationship was positively associated with the rate of growth during the last 3?years of their elementary school years. Furthermore, autistic students who started at a lower standing in working memory upon school entry were more likely to receive special education services during their elementary school years. Practical and policy implications as well as future directions are discussed.Lay abstractWorking memory is an important skill for school success, and it involves holding information in our memory while using it to solve complex problems at the same time. Autistic children often have difficulty with working memory. Because working memory development can be easily influenced by many factors from a young age, it is important to find factors that help with autistic children?s development. This study tested the factors that are related to autistic children?s working memory when they start kindergarten and the factors that can help with rapid improvement throughout their elementary school. We used a nationally representative data set that followed the same group of children from kindergarten to fifth grade. We found that autistic students from backgrounds with more resources and students with advanced learning approaches such as being organized, being excited to learn, and paying careful attention to their work, started school with strong working memory. Autistic students with advanced learning approaches continued to make rapid improvements during the first 3?years, and then their growth slowed down during the last 3?years. Autistic students who had a good relationship with their teachers made rapid improvements during the last 3?years of their elementary school. In addition, autistic children who struggled with working memory upon school entry were more likely to receive special education services at school. These findings suggest that we need effective ways to teach young autistic children important learning-related behaviors from a very young age through the school system, and teachers must prioritize building positive relationships with their students. En ligne : http://dx.doi.org/10.1177/13623613231165599 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513
in Autism > 27-8 (November 2023) . - p.2422-2433[article] Working memory of school-aged children on the autism spectrum: Predictors for longitudinal growth [Texte imprimé et/ou numérique] / Sohyun An KIM, Auteur ; Connie KASARI, Auteur . - p.2422-2433.
in Autism > 27-8 (November 2023) . - p.2422-2433
Mots-clés : approaches to learning autism longitudinal development socioeconomic status student-teacher relationship working memory Index. décimale : PER Périodiques Résumé : Working memory is an important component of executive functioning, an area of difficulty for many autistic children. However, executive functioning and working memory are highly malleable throughout childhood, and various student-level and environmental factors play important roles in their development. This study used the Early Childhood Longitudinal Studies-Kindergarten Class of 2011. Conditional latent growth models were constructed to identify possible predictors for autistic children?s working memory performance upon entering kindergarten and their relative growth throughout their elementary school years. Study results indicate that socioeconomic status and students' approaches to learning were positively associated with autistic children?s working memory performance upon school entry. Students' approaches to learning positively predicted their rate of growth during the first 3?years and negatively predicted their rate of growth during the last 3?years of elementary school. Student-teacher relationship was positively associated with the rate of growth during the last 3?years of their elementary school years. Furthermore, autistic students who started at a lower standing in working memory upon school entry were more likely to receive special education services during their elementary school years. Practical and policy implications as well as future directions are discussed.Lay abstractWorking memory is an important skill for school success, and it involves holding information in our memory while using it to solve complex problems at the same time. Autistic children often have difficulty with working memory. Because working memory development can be easily influenced by many factors from a young age, it is important to find factors that help with autistic children?s development. This study tested the factors that are related to autistic children?s working memory when they start kindergarten and the factors that can help with rapid improvement throughout their elementary school. We used a nationally representative data set that followed the same group of children from kindergarten to fifth grade. We found that autistic students from backgrounds with more resources and students with advanced learning approaches such as being organized, being excited to learn, and paying careful attention to their work, started school with strong working memory. Autistic students with advanced learning approaches continued to make rapid improvements during the first 3?years, and then their growth slowed down during the last 3?years. Autistic students who had a good relationship with their teachers made rapid improvements during the last 3?years of their elementary school. In addition, autistic children who struggled with working memory upon school entry were more likely to receive special education services at school. These findings suggest that we need effective ways to teach young autistic children important learning-related behaviors from a very young age through the school system, and teachers must prioritize building positive relationships with their students. En ligne : http://dx.doi.org/10.1177/13623613231165599 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=513 Working memory training in young children with ADHD: a randomized placebo-controlled trial / Martine VAN DONGEN-BOOMSMA in Journal of Child Psychology and Psychiatry, 55-8 (August 2014)
PermalinkA working taxonomy for describing the sensory differences of autism / Zachary J. WILLIAMS ; Ashley HARRIS ; Helen POWELL ; Roseann SCHAAF ; Teresa TAVASSOLI ; Nicolaas A. J. PUTS in Molecular Autism, 14 (2023)
PermalinkWorking together: The role of autistic students? behavioral adjustment in promoting positive parent-teacher relationships / Abbey EISENHOWER ; Cyanea Y. S. POON ; Kohrissa JOSEPH ; Jan BLACHER ; Alice CARTER in Research in Autism Spectrum Disorders, 110 (February 2024)
PermalinkWorking toward a better understanding of the life experiences of women on the autism spectrum / Julie LOUNDS TAYLOR in Autism, 24-5 (July 2020)
PermalinkWorking toward a neurobiological account of ADHD: Commentary on Gail Tripp and Jeff Wickens, Dopamine transfer deficit / Jonathan L. WILLIAMS in Journal of Child Psychology and Psychiatry, 49-7 (July 2008)
PermalinkWorking with Children with Autism Spectrum Disorder in a Medical Setting: Insights from Certified Child Life Specialists / Emily J JENSEN in Journal of Autism and Developmental Disorders, 50-1 (January 2020)
PermalinkWorking with Dual Diagnoses: A Survey of Teachers Serving Deaf or Hard of Hearing Children Who Have Autism Spectrum Disorder / Jessica A. SCOTT in Journal of Autism and Developmental Disorders, 50-5 (May 2020)
PermalinkWorkplace Adjustments for Autistic Employees: What is ˜Reasonable’? / Stephanie PETTY in Journal of Autism and Developmental Disorders, 53-1 (January 2023)
PermalinkWorkplace Social Challenges Experienced by Employees on the Autism Spectrum: An International Exploratory Study Examining Employee and Supervisor Perspectives / Simon M. BURY in Journal of Autism and Developmental Disorders, 51-5 (May 2021)
PermalinkWorld Autism Awareness Day 2023 : Building an inclusive society for autistic people in Link Autisme-Europe, 78 (december 2022)
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