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Brief Report: Memory Performance on the California Verbal Learning Test - Children’s Version in Autism Spectrum Disorder / Heather L. PHELAN in Journal of Autism and Developmental Disorders, 41-4 (April 2011)
[article]
Titre : Brief Report: Memory Performance on the California Verbal Learning Test - Children’s Version in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Heather L. PHELAN, Auteur ; Jillian H. FILLITER, Auteur ; Shannon A. JOHNSON, Auteur Année de publication : 2011 Article en page(s) : p.518-523 Langues : Anglais (eng) Mots-clés : Learning Memory Task Support Hypothesis Autism Spectrum Asperger California Verbal Learning Test-Children’s Version Index. décimale : PER Périodiques Résumé : According to the Task Support Hypothesis (TSH; Bowler et al. in Neuropsychologia 35:65–70, 1997) individuals with autism spectrum disorder (ASD) perform more similarly to their typically developing peers on learning and memory tasks when provided with external support at retrieval. We administered the California Verbal Learning Test-Children’s Version to 15 high-functioning youths with ASD and 15 matched comparison participants. Although ASD and comparison participants had comparable levels of overall performance, the ASD group, but not the comparison group, improved significantly from free to cued recall, providing support for the TSH. These results indicate that verbal memory performance in youths with ASD is relatively intact, but may be facilitated by external supports. En ligne : http://dx.doi.org/10.1007/s10803-010-1069-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119
in Journal of Autism and Developmental Disorders > 41-4 (April 2011) . - p.518-523[article] Brief Report: Memory Performance on the California Verbal Learning Test - Children’s Version in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Heather L. PHELAN, Auteur ; Jillian H. FILLITER, Auteur ; Shannon A. JOHNSON, Auteur . - 2011 . - p.518-523.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 41-4 (April 2011) . - p.518-523
Mots-clés : Learning Memory Task Support Hypothesis Autism Spectrum Asperger California Verbal Learning Test-Children’s Version Index. décimale : PER Périodiques Résumé : According to the Task Support Hypothesis (TSH; Bowler et al. in Neuropsychologia 35:65–70, 1997) individuals with autism spectrum disorder (ASD) perform more similarly to their typically developing peers on learning and memory tasks when provided with external support at retrieval. We administered the California Verbal Learning Test-Children’s Version to 15 high-functioning youths with ASD and 15 matched comparison participants. Although ASD and comparison participants had comparable levels of overall performance, the ASD group, but not the comparison group, improved significantly from free to cued recall, providing support for the TSH. These results indicate that verbal memory performance in youths with ASD is relatively intact, but may be facilitated by external supports. En ligne : http://dx.doi.org/10.1007/s10803-010-1069-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 Supporting autistic adults' episodic memory recall in interviews: The role of executive functions, theory of mind, and language abilities / J. E. NORRIS in Autism, 26-2 (February 2022)
[article]
Titre : Supporting autistic adults' episodic memory recall in interviews: The role of executive functions, theory of mind, and language abilities Type de document : Texte imprimé et/ou numérique Auteurs : J. E. NORRIS, Auteur ; K. MARAS, Auteur Article en page(s) : p.513-524 Langues : Anglais (eng) Mots-clés : autism spectrum disorders autobiographical memory cognition (attention communication and language episodic memory executive functions expressive language interviews learning memory) task support hypothesis theory of mind of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : Autistic people have difficulties recalling episodic memories (memories of specific events) compared to typically developing people. However, being able to effectively recall such memories is important in many real-world situations, for example, in police interviews, during medical consultations, and in employment interviews. Autistic people's episodic memory difficulties are most noticeable when they are responding to open, unsupportive questions. However, the 'Task Support Hypothesis' indicates that autistic people are able to recall as much information as typically developing people, as long as they are asked more supportive questions. Autistic people also experience difficulties with executive functioning (cognitive abilities which allow us to plan, hold information in mind, inhibit interruptions, etc.), theory of mind (the ability to understand others' perspectives and intentions), and spoken language. The current study aimed to investigate the impact of these cognitive abilities on memory recall in two previous studies which compared autistic and typically developing adults on how specific their recall was in police, healthcare, and employment interviews, and the quality of responses during an employment interview when both unsupportive and supportive questioning was used. The results show that while typically developing people may rely on theory of mind abilities, autistic people may rely more on language abilities when performing in interviews, potentially to compensate for their episodic memory difficulties, and that this effect is most apparent during more unsupportive recall (e.g. when a brief, open question is asked) compared to when open questions are followed by prompts (e.g. 'tell me about who as there', 'what happened?', etc.). En ligne : http://dx.doi.org/10.1177/13623613211030772 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452
in Autism > 26-2 (February 2022) . - p.513-524[article] Supporting autistic adults' episodic memory recall in interviews: The role of executive functions, theory of mind, and language abilities [Texte imprimé et/ou numérique] / J. E. NORRIS, Auteur ; K. MARAS, Auteur . - p.513-524.
Langues : Anglais (eng)
in Autism > 26-2 (February 2022) . - p.513-524
Mots-clés : autism spectrum disorders autobiographical memory cognition (attention communication and language episodic memory executive functions expressive language interviews learning memory) task support hypothesis theory of mind of interest with respect to the research, authorship and/or publication of this article. Index. décimale : PER Périodiques Résumé : Autistic people have difficulties recalling episodic memories (memories of specific events) compared to typically developing people. However, being able to effectively recall such memories is important in many real-world situations, for example, in police interviews, during medical consultations, and in employment interviews. Autistic people's episodic memory difficulties are most noticeable when they are responding to open, unsupportive questions. However, the 'Task Support Hypothesis' indicates that autistic people are able to recall as much information as typically developing people, as long as they are asked more supportive questions. Autistic people also experience difficulties with executive functioning (cognitive abilities which allow us to plan, hold information in mind, inhibit interruptions, etc.), theory of mind (the ability to understand others' perspectives and intentions), and spoken language. The current study aimed to investigate the impact of these cognitive abilities on memory recall in two previous studies which compared autistic and typically developing adults on how specific their recall was in police, healthcare, and employment interviews, and the quality of responses during an employment interview when both unsupportive and supportive questioning was used. The results show that while typically developing people may rely on theory of mind abilities, autistic people may rely more on language abilities when performing in interviews, potentially to compensate for their episodic memory difficulties, and that this effect is most apparent during more unsupportive recall (e.g. when a brief, open question is asked) compared to when open questions are followed by prompts (e.g. 'tell me about who as there', 'what happened?', etc.). En ligne : http://dx.doi.org/10.1177/13623613211030772 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 Allocentric Versus Egocentric Spatial Memory in Adults with Autism Spectrum Disorder / M. RING in Journal of Autism and Developmental Disorders, 48-6 (June 2018)
[article]
Titre : Allocentric Versus Egocentric Spatial Memory in Adults with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : M. RING, Auteur ; S. B. GAIGG, Auteur ; Mareike ALTGASSEN, Auteur ; P. BARR, Auteur ; Dermot M. BOWLER, Auteur Article en page(s) : p.2101-2111 Langues : Anglais (eng) Mots-clés : Allocentric Autism spectrum disorder Egocentric Mental rotation Spatial navigation Task support hypothesis Visual short-term memory Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) present difficulties in forming relations among items and context. This capacity for relational binding is also involved in spatial navigation and research on this topic in ASD is scarce and inconclusive. Using a computerised version of the Morris Water Maze task, ASD participants showed particular difficulties in performing viewpoint independent (allocentric) navigation, leaving viewpoint dependent navigation (egocentric) intact. Further analyses showed that navigation deficits were not related to poor visual short-term memory or mental rotation in the ASD group. The results further confirm the need of autistic individuals for support at retrieval and have important implications for the design of signposts and maps. En ligne : http://dx.doi.org/10.1007/s10803-018-3465-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362
in Journal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.2101-2111[article] Allocentric Versus Egocentric Spatial Memory in Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / M. RING, Auteur ; S. B. GAIGG, Auteur ; Mareike ALTGASSEN, Auteur ; P. BARR, Auteur ; Dermot M. BOWLER, Auteur . - p.2101-2111.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-6 (June 2018) . - p.2101-2111
Mots-clés : Allocentric Autism spectrum disorder Egocentric Mental rotation Spatial navigation Task support hypothesis Visual short-term memory Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorder (ASD) present difficulties in forming relations among items and context. This capacity for relational binding is also involved in spatial navigation and research on this topic in ASD is scarce and inconclusive. Using a computerised version of the Morris Water Maze task, ASD participants showed particular difficulties in performing viewpoint independent (allocentric) navigation, leaving viewpoint dependent navigation (egocentric) intact. Further analyses showed that navigation deficits were not related to poor visual short-term memory or mental rotation in the ASD group. The results further confirm the need of autistic individuals for support at retrieval and have important implications for the design of signposts and maps. En ligne : http://dx.doi.org/10.1007/s10803-018-3465-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=362 Object-location memory in adults with autism spectrum disorder / Melanie RING in Autism Research, 8-5 (October 2015)
[article]
Titre : Object-location memory in adults with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Melanie RING, Auteur ; Sebastian B. GAIGG, Auteur ; Dermot M. BOWLER, Auteur Article en page(s) : p.609-619 Langues : Anglais (eng) Mots-clés : explicit relational memory implicit relational memory Autism Spectrum Disorder recognition memory source memory task support hypothesis process-dissociation procedure Index. décimale : PER Périodiques Résumé : This study tested implicit and explicit spatial relational memory in Autism Spectrum Disorder (ASD). Participants were asked to study pictures of rooms and pictures of daily objects for which locations were highlighted in the rooms. Participants were later tested for their memory of the object locations either by being asked to place objects back into their original locations or into new locations. Proportions of times when participants choose the previously studied locations for the objects irrespective of the instruction were used to derive indices of explicit and implicit memory [process-dissociation procedure, Jacoby, 1991, 1998]. In addition, participants performed object and location recognition and source memory tasks where they were asked about which locations belonged to the objects and which objects to the locations. The data revealed difficulty for ASD individuals in actively retrieving object locations (explicit memory) but not in subconsciously remembering them (implicit memory). These difficulties cannot be explained by difficulties in memory for objects or locations per se (i.e., the difficulty pertains to object-location relations). Together these observations lend further support to the idea that ASD is characterised by relatively circumscribed difficulties in relational rather than item-specific memory processes and show that these difficulties extend to the domain of spatial information. They also lend further support to the idea that memory difficulties in ASD can be reduced when support is provided at test. Autism Res 2015, 8: 609–619. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1478 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270
in Autism Research > 8-5 (October 2015) . - p.609-619[article] Object-location memory in adults with autism spectrum disorder [Texte imprimé et/ou numérique] / Melanie RING, Auteur ; Sebastian B. GAIGG, Auteur ; Dermot M. BOWLER, Auteur . - p.609-619.
Langues : Anglais (eng)
in Autism Research > 8-5 (October 2015) . - p.609-619
Mots-clés : explicit relational memory implicit relational memory Autism Spectrum Disorder recognition memory source memory task support hypothesis process-dissociation procedure Index. décimale : PER Périodiques Résumé : This study tested implicit and explicit spatial relational memory in Autism Spectrum Disorder (ASD). Participants were asked to study pictures of rooms and pictures of daily objects for which locations were highlighted in the rooms. Participants were later tested for their memory of the object locations either by being asked to place objects back into their original locations or into new locations. Proportions of times when participants choose the previously studied locations for the objects irrespective of the instruction were used to derive indices of explicit and implicit memory [process-dissociation procedure, Jacoby, 1991, 1998]. In addition, participants performed object and location recognition and source memory tasks where they were asked about which locations belonged to the objects and which objects to the locations. The data revealed difficulty for ASD individuals in actively retrieving object locations (explicit memory) but not in subconsciously remembering them (implicit memory). These difficulties cannot be explained by difficulties in memory for objects or locations per se (i.e., the difficulty pertains to object-location relations). Together these observations lend further support to the idea that ASD is characterised by relatively circumscribed difficulties in relational rather than item-specific memory processes and show that these difficulties extend to the domain of spatial information. They also lend further support to the idea that memory difficulties in ASD can be reduced when support is provided at test. Autism Res 2015, 8: 609–619. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1478 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=270