8 recherche sur le mot-clé 'Cognition (attention, learning, memory)'

Attention and written expression in school-age, high-functioning children with autism spectrum disorders / Matthew ZAJIC in Autism, 22-3 (April 2018)  

Public ISBD [article]  inAutism > 22-3 (April 2018) . - p.245-258 Titre : Attention and written expression in school-age, high-functioning children with autism spectrum disorders Type de document : Texte imprimé et/ou numérique Auteurs : Matthew ZAJIC, Auteur ; N. MCINTYRE, Auteur ; L. SWAIN-LERRO, Auteur ; S. NOVOTNY, Auteur ; T. OSWALD, Auteur ; Peter C. MUNDY, Auteur Article en page(s) : p.245-258 Langues : Anglais (eng) Mots-clés : academic achievement  attention-deficit/hyperactivity disorder  autism spectrum disorders  cognition (attention, learning, memory)  school-age children  writing processes  written communication  written expression Index. décimale : PER Périodiques Résumé : High-functioning children with autism spectrum disorders often find writing challenging. These writing difficulties may be specific to autism spectrum disorder or to a more general clinical effect of attention disturbance, as these children are often comorbid for attention-deficit/hyperactivity disorder (ADHD) symptomatology (and children with attention-deficit/hyperactivity disorder often also find writing challenging). To examine this issue, this study investigated the role of attention disturbance on writing in 155 school-age children across four diagnostic groups: high-functioning autism spectrum disorder (HFASD) with lower ADHD symptoms (HFASD-L), HFASD with higher ADHD symptoms (HFASD-H), ADHD symptoms but no autism spectrum disorder symptoms, and typical development. Both HFASD subgroups and the ADHD group displayed lower word production writing scores than the typical development group, but the clinical groups did not differ. The HFASD-H and ADHD groups had significantly lower theme development and text organization writing scores than the typical development group, but the HFASD-L and typical development groups were not significantly different. The findings support prior research reporting writing problems in children with autism spectrum disorder but also suggest that children with HFASD-H may be at greater risk for writing difficulties than children with HFASD-L. Better understanding the role of attention in writing development could advance methods for assessment and intervention for children with high-functioning autism spectrum disorder at risk for writing difficulties. En ligne : http://dx.doi.org/10.1177/1362361316675121 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358 [article] Attention and written expression in school-age, high-functioning children with autism spectrum disorders [Texte imprimé et/ou numérique] / Matthew ZAJIC, Auteur ; N. MCINTYRE, Auteur ; L. SWAIN-LERRO, Auteur ; S. NOVOTNY, Auteur ; T. OSWALD, Auteur ; Peter C. MUNDY, Auteur . - p.245-258. Langues : Anglais (eng) in Autism > 22-3 (April 2018) . - p.245-258 Mots-clés : academic achievement  attention-deficit/hyperactivity disorder  autism spectrum disorders  cognition (attention, learning, memory)  school-age children  writing processes  written communication  written expression Index. décimale : PER Périodiques Résumé : High-functioning children with autism spectrum disorders often find writing challenging. These writing difficulties may be specific to autism spectrum disorder or to a more general clinical effect of attention disturbance, as these children are often comorbid for attention-deficit/hyperactivity disorder (ADHD) symptomatology (and children with attention-deficit/hyperactivity disorder often also find writing challenging). To examine this issue, this study investigated the role of attention disturbance on writing in 155 school-age children across four diagnostic groups: high-functioning autism spectrum disorder (HFASD) with lower ADHD symptoms (HFASD-L), HFASD with higher ADHD symptoms (HFASD-H), ADHD symptoms but no autism spectrum disorder symptoms, and typical development. Both HFASD subgroups and the ADHD group displayed lower word production writing scores than the typical development group, but the clinical groups did not differ. The HFASD-H and ADHD groups had significantly lower theme development and text organization writing scores than the typical development group, but the HFASD-L and typical development groups were not significantly different. The findings support prior research reporting writing problems in children with autism spectrum disorder but also suggest that children with HFASD-H may be at greater risk for writing difficulties than children with HFASD-L. Better understanding the role of attention in writing development could advance methods for assessment and intervention for children with high-functioning autism spectrum disorder at risk for writing difficulties. En ligne : http://dx.doi.org/10.1177/1362361316675121 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=358

Inhibition in developmental disorders: A comparison of inhibition profiles between children with autism spectrum disorder, attention-deficit/hyperactivity disorder, and comorbid symptom presentation / Amanda CREMONE-CAIRA in Autism, 25-1 (January 2021)  

Public ISBD [article]  inAutism > 25-1 (January 2021) . - p.227-243 Titre : Inhibition in developmental disorders: A comparison of inhibition profiles between children with autism spectrum disorder, attention-deficit/hyperactivity disorder, and comorbid symptom presentation Type de document : Texte imprimé et/ou numérique Auteurs : Amanda CREMONE-CAIRA, Auteur ; Katherine TRIER, Auteur ; Victoria SANCHEZ, Auteur ; Brooke KOHN, Auteur ; Rachel GILBERT, Auteur ; Susan FAJA, Auteur Article en page(s) : p.227-243 Langues : Anglais (eng) Mots-clés : attention-deficit/hyperactivity disorder  autism spectrum disorder  cognition (attention, learning, memory)  executive function  inhibition  interventions—psychosocial/behavioral  psychological theories of autism Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorder (ASD) also have symptoms of attention-deficit hyperactivity disorder (ADHD). Children with ASD and ADHD often experience difficulties with inhibition. This study had the goal of understanding inhibition in children with ASD, ADHD, ASD?+?ADHD, and children who are typically developing (TD) using tasks that measured several aspects of inhibition. Results indicate that children with ASD?+?ADHD had greater difficulty inhibiting behavioral responses than TD children. Children with ASD?+?ADHD also differed from children with ASD and with ADHD in their inhibition of distracting information and strategic slowing of response speed. The four groups did not differ in their avoidance of potential losses. Children with ASD?+?ADHD exhibit a unique profile of inhibition challenges suggesting they may benefit from targeted intervention matched to their abilities. En ligne : http://dx.doi.org/10.1177/1362361320955107 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437 [article] Inhibition in developmental disorders: A comparison of inhibition profiles between children with autism spectrum disorder, attention-deficit/hyperactivity disorder, and comorbid symptom presentation [Texte imprimé et/ou numérique] / Amanda CREMONE-CAIRA, Auteur ; Katherine TRIER, Auteur ; Victoria SANCHEZ, Auteur ; Brooke KOHN, Auteur ; Rachel GILBERT, Auteur ; Susan FAJA, Auteur . - p.227-243. Langues : Anglais (eng) in Autism > 25-1 (January 2021) . - p.227-243 Mots-clés : attention-deficit/hyperactivity disorder  autism spectrum disorder  cognition (attention, learning, memory)  executive function  inhibition  interventions—psychosocial/behavioral  psychological theories of autism Index. décimale : PER Périodiques Résumé : Many children with autism spectrum disorder (ASD) also have symptoms of attention-deficit hyperactivity disorder (ADHD). Children with ASD and ADHD often experience difficulties with inhibition. This study had the goal of understanding inhibition in children with ASD, ADHD, ASD?+?ADHD, and children who are typically developing (TD) using tasks that measured several aspects of inhibition. Results indicate that children with ASD?+?ADHD had greater difficulty inhibiting behavioral responses than TD children. Children with ASD?+?ADHD also differed from children with ASD and with ADHD in their inhibition of distracting information and strategic slowing of response speed. The four groups did not differ in their avoidance of potential losses. Children with ASD?+?ADHD exhibit a unique profile of inhibition challenges suggesting they may benefit from targeted intervention matched to their abilities. En ligne : http://dx.doi.org/10.1177/1362361320955107 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=437

Code-related literacy profiles of kindergarten students with autism / E. J. SOLARI in Autism, 26-1 (January 2022)  

Public ISBD [article]  inAutism > 26-1 (January 2022) . - p.230-242 Titre : Code-related literacy profiles of kindergarten students with autism Type de document : Texte imprimé et/ou numérique Auteurs : E. J. SOLARI, Auteur ; A. R. HENRY, Auteur ; R. P. GRIMM, Auteur ; Matthew ZAJIC, Auteur ; A. MCGINTY, Auteur Article en page(s) : p.230-242 Langues : Anglais (eng) Mots-clés : cognition (attention, learning, memory)  communication and language  education services  school-age children Index. décimale : PER Périodiques Résumé : Many children and young students with autism have difficulties learning how to read. This study investigated early literacy development in children with autism spectrum disorder during their first year of formal schooling. The study found that children with autism spectrum disorder differ greatly on their early literacy skills, with some showing strengths in their understanding of the alphabet, spelling, and reading words. Other students in the sample had difficulties with these early reading skills. The findings of this study are important to better understand the most effective way to teach early literacy skills to children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/13623613211025904 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] Code-related literacy profiles of kindergarten students with autism [Texte imprimé et/ou numérique] / E. J. SOLARI, Auteur ; A. R. HENRY, Auteur ; R. P. GRIMM, Auteur ; Matthew ZAJIC, Auteur ; A. MCGINTY, Auteur . - p.230-242. Langues : Anglais (eng) in Autism > 26-1 (January 2022) . - p.230-242 Mots-clés : cognition (attention, learning, memory)  communication and language  education services  school-age children Index. décimale : PER Périodiques Résumé : Many children and young students with autism have difficulties learning how to read. This study investigated early literacy development in children with autism spectrum disorder during their first year of formal schooling. The study found that children with autism spectrum disorder differ greatly on their early literacy skills, with some showing strengths in their understanding of the alphabet, spelling, and reading words. Other students in the sample had difficulties with these early reading skills. The findings of this study are important to better understand the most effective way to teach early literacy skills to children with autism spectrum disorder. En ligne : http://dx.doi.org/10.1177/13623613211025904 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

Appearance-based trust behaviour is reduced in children with autism spectrum disorder / Louise EWING in Autism, 19-8 (November 2015)  

Public ISBD [article]  inAutism > 19-8 (November 2015) . - p.1002-1009 Titre : Appearance-based trust behaviour is reduced in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Louise EWING, Auteur ; Frances CAULFIELD, Auteur ; Ainsley READ, Auteur ; Gillian RHODES, Auteur Article en page(s) : p.1002-1009 Langues : Anglais (eng) Mots-clés : autism spectrum disorders  cognition (attention, learning, memory)  school-age children  social cognition and social behaviour Index. décimale : PER Périodiques Résumé : Typical individuals make rapid and reliable evaluations of trustworthiness from facial appearances, which can powerfully influence behaviour. However, the same may not be true for children with autism spectrum disorder. Using an economic trust game, the current study revealed that like typical children, children with autism spectrum disorder rationally modulate their trust behaviour based on non-face cues to partner trustworthiness (e.g. reputation information). Critically, however, they are no more likely to place their trust in partners with faces that look trustworthy to them, than those that look untrustworthy. These results cannot be accounted for by any group differences in children’s conceptualization of trustworthiness, ability to read trustworthiness from faces or understanding of the experimental paradigm. Instead, they seem to suggest that there may be a selective failure to spontaneously use facial cues to trustworthiness to guide behaviour in an ecologically valid context. En ligne : http://dx.doi.org/10.1177/1362361314559431 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269 [article] Appearance-based trust behaviour is reduced in children with autism spectrum disorder [Texte imprimé et/ou numérique] / Louise EWING, Auteur ; Frances CAULFIELD, Auteur ; Ainsley READ, Auteur ; Gillian RHODES, Auteur . - p.1002-1009. Langues : Anglais (eng) in Autism > 19-8 (November 2015) . - p.1002-1009 Mots-clés : autism spectrum disorders  cognition (attention, learning, memory)  school-age children  social cognition and social behaviour Index. décimale : PER Périodiques Résumé : Typical individuals make rapid and reliable evaluations of trustworthiness from facial appearances, which can powerfully influence behaviour. However, the same may not be true for children with autism spectrum disorder. Using an economic trust game, the current study revealed that like typical children, children with autism spectrum disorder rationally modulate their trust behaviour based on non-face cues to partner trustworthiness (e.g. reputation information). Critically, however, they are no more likely to place their trust in partners with faces that look trustworthy to them, than those that look untrustworthy. These results cannot be accounted for by any group differences in children’s conceptualization of trustworthiness, ability to read trustworthiness from faces or understanding of the experimental paradigm. Instead, they seem to suggest that there may be a selective failure to spontaneously use facial cues to trustworthiness to guide behaviour in an ecologically valid context. En ligne : http://dx.doi.org/10.1177/1362361314559431 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=269

Object personification in autism: This paper will be very sad if you don't read it / R. C. WHITE in Autism, 23-4 (May 2019)  

Public ISBD [article]  inAutism > 23-4 (May 2019) . - p.1042-1045 Titre : Object personification in autism: This paper will be very sad if you don't read it Type de document : Texte imprimé et/ou numérique Auteurs : R. C. WHITE, Auteur ; A. REMINGTON, Auteur Article en page(s) : p.1042-1045 Langues : Anglais (eng) Mots-clés : anthropomorphism  autism spectrum disorders  cognition (attention, learning, memory)  perception  personification Index. décimale : PER Périodiques Résumé : Object personification is the attribution of human characteristics to non-human agents. In online forums, autistic individuals commonly report experiencing this phenomenon. Given that approximately half of all autistic individuals experience difficulties identifying their own emotions, the suggestion that object personification may be a feature of autism seems almost paradoxical. Why would a person experience sympathy for objects, when they struggle to understand and verbalise the emotions of other people as well as their own? An online survey was used to assess tendency for personification in 87 autistic and 263 non-autistic adults. Together, our results indicate that object personification occurs commonly among autistic individuals, and perhaps more often (and later in life) than in the general population. Given that in many cases, autistic people report their personification experiences as distressing, it is important to consider the reasons for the increased personification and identify structures for support. En ligne : http://dx.doi.org/10.1177/1362361318793408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397 [article] Object personification in autism: This paper will be very sad if you don't read it [Texte imprimé et/ou numérique] / R. C. WHITE, Auteur ; A. REMINGTON, Auteur . - p.1042-1045. Langues : Anglais (eng) in Autism > 23-4 (May 2019) . - p.1042-1045 Mots-clés : anthropomorphism  autism spectrum disorders  cognition (attention, learning, memory)  perception  personification Index. décimale : PER Périodiques Résumé : Object personification is the attribution of human characteristics to non-human agents. In online forums, autistic individuals commonly report experiencing this phenomenon. Given that approximately half of all autistic individuals experience difficulties identifying their own emotions, the suggestion that object personification may be a feature of autism seems almost paradoxical. Why would a person experience sympathy for objects, when they struggle to understand and verbalise the emotions of other people as well as their own? An online survey was used to assess tendency for personification in 87 autistic and 263 non-autistic adults. Together, our results indicate that object personification occurs commonly among autistic individuals, and perhaps more often (and later in life) than in the general population. Given that in many cases, autistic people report their personification experiences as distressing, it is important to consider the reasons for the increased personification and identify structures for support. En ligne : http://dx.doi.org/10.1177/1362361318793408 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=397

Profiles and academic trajectories of cognitively gifted children with autism spectrum disorder / M. K. CAIN in Autism, 23-7 (October 2019)  

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Teaching reading comprehension to learners with autism spectrum disorder: Discrepancies between teacher and research-recommended practices / Amy L. ACCARDO in Autism, 23-1 (January 2019)  

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Visual Detection and Decoding Skills of Aerial Photography by Adults with Autism Spectrum Disorder (ASD) / H. MARCIANO in Journal of Autism and Developmental Disorders, 52-3 (March 2022)  

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