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Generating Novel Ideas: Fluency Performance in High-functioning and Learning Disabled Individuals with Autism / Michelle TURNER in Journal of Child Psychology and Psychiatry, 40-2 (February 1999)
[article]
Titre : Generating Novel Ideas: Fluency Performance in High-functioning and Learning Disabled Individuals with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Michelle TURNER, Auteur Année de publication : 1999 Article en page(s) : p.189-201 Langues : Anglais (eng) Mots-clés : Asperger syndrome autism creativity fluency executive function Index. décimale : PER Périodiques Résumé : Tasks of fluency tap the ability to generate multiple responses spontaneously following a single cue or instruction. The present study compared the fluency performance of subjects with autism and clinical control subjects at two diffierent levels of ability (high-functioning subjects with a verbal IQ of 76 or greater, and globally learning disabled subjects with a verbal IQ of 74 or below). A battery of tasks was employed to assess subjects' word fluency (for letters and semantic categories), ideational fluency (for uses of objects and interpretations of meaningless line drawings), and design fluency (for abstract meaningless designs). Subjects with autism showed reduced fluency for both the word and ideational fluency tasks, generating significantly fewer responses than the clinical control subjects.Results were particularly striking for the ideational fluency tasks. On these tasks, autistic subjects produced very low response totals, with the performance of the high-functioning subjects with autism equivalent to that of the learning disabled subjects with autism and significantly inferior to that of the learning disabled control individuals. In contrast, the results of the design fluency paradigm paint a different picture. This paradigm revealed no significant difference in the quantity of designs generated by the subjects with autism and the control subjects but a clear qualitative difference, with the autistic group producing significantly higher rates of disallowed and perseverative responses. Whilst the results of the word and ideational fluency tasks are suggested to support the hypothesis that individuals with autism are impaired in the generation of novel responses and behaviour, the results of the design fluency task are equally consistent with an impairment in the regulation of behaviour through inhibition and/or monitoring. The implications of these findings for the study of executive function abilities in autism are discussed. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124
in Journal of Child Psychology and Psychiatry > 40-2 (February 1999) . - p.189-201[article] Generating Novel Ideas: Fluency Performance in High-functioning and Learning Disabled Individuals with Autism [Texte imprimé et/ou numérique] / Michelle TURNER, Auteur . - 1999 . - p.189-201.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 40-2 (February 1999) . - p.189-201
Mots-clés : Asperger syndrome autism creativity fluency executive function Index. décimale : PER Périodiques Résumé : Tasks of fluency tap the ability to generate multiple responses spontaneously following a single cue or instruction. The present study compared the fluency performance of subjects with autism and clinical control subjects at two diffierent levels of ability (high-functioning subjects with a verbal IQ of 76 or greater, and globally learning disabled subjects with a verbal IQ of 74 or below). A battery of tasks was employed to assess subjects' word fluency (for letters and semantic categories), ideational fluency (for uses of objects and interpretations of meaningless line drawings), and design fluency (for abstract meaningless designs). Subjects with autism showed reduced fluency for both the word and ideational fluency tasks, generating significantly fewer responses than the clinical control subjects.Results were particularly striking for the ideational fluency tasks. On these tasks, autistic subjects produced very low response totals, with the performance of the high-functioning subjects with autism equivalent to that of the learning disabled subjects with autism and significantly inferior to that of the learning disabled control individuals. In contrast, the results of the design fluency paradigm paint a different picture. This paradigm revealed no significant difference in the quantity of designs generated by the subjects with autism and the control subjects but a clear qualitative difference, with the autistic group producing significantly higher rates of disallowed and perseverative responses. Whilst the results of the word and ideational fluency tasks are suggested to support the hypothesis that individuals with autism are impaired in the generation of novel responses and behaviour, the results of the design fluency task are equally consistent with an impairment in the regulation of behaviour through inhibition and/or monitoring. The implications of these findings for the study of executive function abilities in autism are discussed. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=124 Model Teachers or Model Students? A Comparison of Video Modelling Interventions for Improving Reading Fluency and Comprehension in Children with Autism / Rachael EGARR in Journal of Autism and Developmental Disorders, 52-8 (August 2022)
[article]
Titre : Model Teachers or Model Students? A Comparison of Video Modelling Interventions for Improving Reading Fluency and Comprehension in Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : Rachael EGARR, Auteur ; Catherine STOREY, Auteur Article en page(s) : p.3366-3382 Langues : Anglais (eng) Mots-clés : Adolescent Autism Spectrum Disorder/therapy Autistic Disorder Child Comprehension Humans Reading Students Feedforward video self-modelling Fluency Talking mats Video modelling Video self-modelling This study was completed in partial fulfilment of a Masters in Applied Behaviour Analysis. This research was unfunded and the authors have no known conflict of interest. Index. décimale : PER Périodiques Résumé : Video modelling (VM) interventions have been used to improve the fluency of individuals with learning disabilities and reading difficulties; this study aimed to replicate these findings with autism spectrum disorder (ASD) students. Four children with ASD (aged between 8 and 15) experienced two VM interventions, across 10 sessions, during an alternating treatments design: VM using a teacher model, and feedforward video self-modelling (FFVSM) where the student acted as the model. For two participants, FFVSM was found to be an effective intervention but overall, results for both interventions were inconsistent with previous research. Talking Mats Interviews were used to include these individuals within the social validation process of behavioural research. En ligne : http://dx.doi.org/10.1007/s10803-021-05217-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3366-3382[article] Model Teachers or Model Students? A Comparison of Video Modelling Interventions for Improving Reading Fluency and Comprehension in Children with Autism [Texte imprimé et/ou numérique] / Rachael EGARR, Auteur ; Catherine STOREY, Auteur . - p.3366-3382.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 52-8 (August 2022) . - p.3366-3382
Mots-clés : Adolescent Autism Spectrum Disorder/therapy Autistic Disorder Child Comprehension Humans Reading Students Feedforward video self-modelling Fluency Talking mats Video modelling Video self-modelling This study was completed in partial fulfilment of a Masters in Applied Behaviour Analysis. This research was unfunded and the authors have no known conflict of interest. Index. décimale : PER Périodiques Résumé : Video modelling (VM) interventions have been used to improve the fluency of individuals with learning disabilities and reading difficulties; this study aimed to replicate these findings with autism spectrum disorder (ASD) students. Four children with ASD (aged between 8 and 15) experienced two VM interventions, across 10 sessions, during an alternating treatments design: VM using a teacher model, and feedforward video self-modelling (FFVSM) where the student acted as the model. For two participants, FFVSM was found to be an effective intervention but overall, results for both interventions were inconsistent with previous research. Talking Mats Interviews were used to include these individuals within the social validation process of behavioural research. En ligne : http://dx.doi.org/10.1007/s10803-021-05217-z Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=485 The influence of age and ASD on verbal fluency networks / Leslie C. BAXTER in Research in Autism Spectrum Disorders, 63 (July 2019)
[article]
Titre : The influence of age and ASD on verbal fluency networks Type de document : Texte imprimé et/ou numérique Auteurs : Leslie C. BAXTER, Auteur ; Ashley NESPODZANY, Auteur ; M. J. M. WALSH, Auteur ; Emily WOOD, Auteur ; Christopher J. SMITH, Auteur ; B. Blair BRADEN, Auteur Article en page(s) : p.52-62 Langues : Anglais (eng) Mots-clés : ASD Aging fMRI Fluency Word generation Compensation Index. décimale : PER Périodiques Résumé : Background The integrity and connectivity of the frontal lobe, which subserves fluency, may be compromised by both ASD and aging. Alternate networks often integrate to help compensate for compromised functions during aging. We used network analyses to study how compensation may overcome age-related compromised in individuals with ASD. Method Participants consisted of middle-aged (40–60; n?=?24) or young (18–25; n?=?18) right-handed males who have a diagnosis of ASD, and age- and IQ-matched control participants (n?=?20, 14, respectively). All performed tests of language and executive functioning and a fluency functional MRI task. We first used group individual component analysis (ICA) for each of the 4 groups to determine whether different networks were engaged. An SPM analysis was used to compare activity detected in the network nodes from the ICA analyses. Results The individuals with ASD performed more slowly on two cognitive tasks (Stroop word reading and Trailmaking Part A). The 4 groups engaged different networks during the fluency fMRI task despite equivalent performance. Comparisons of specific regions within these networks indicated younger individuals had greater engagement of the thalamus and supplementary speech area, while older adults engaged the superior temporal gyrus. Individuals with ASD did not disengage from the Default Mode Network during word generation. Conclusion Interactions between diagnosis and aging were not found in this study of young and middle-aged men, but evidence for differential engagement of compensatory networks was observed. En ligne : https://doi.org/10.1016/j.rasd.2019.03.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=394
in Research in Autism Spectrum Disorders > 63 (July 2019) . - p.52-62[article] The influence of age and ASD on verbal fluency networks [Texte imprimé et/ou numérique] / Leslie C. BAXTER, Auteur ; Ashley NESPODZANY, Auteur ; M. J. M. WALSH, Auteur ; Emily WOOD, Auteur ; Christopher J. SMITH, Auteur ; B. Blair BRADEN, Auteur . - p.52-62.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 63 (July 2019) . - p.52-62
Mots-clés : ASD Aging fMRI Fluency Word generation Compensation Index. décimale : PER Périodiques Résumé : Background The integrity and connectivity of the frontal lobe, which subserves fluency, may be compromised by both ASD and aging. Alternate networks often integrate to help compensate for compromised functions during aging. We used network analyses to study how compensation may overcome age-related compromised in individuals with ASD. Method Participants consisted of middle-aged (40–60; n?=?24) or young (18–25; n?=?18) right-handed males who have a diagnosis of ASD, and age- and IQ-matched control participants (n?=?20, 14, respectively). All performed tests of language and executive functioning and a fluency functional MRI task. We first used group individual component analysis (ICA) for each of the 4 groups to determine whether different networks were engaged. An SPM analysis was used to compare activity detected in the network nodes from the ICA analyses. Results The individuals with ASD performed more slowly on two cognitive tasks (Stroop word reading and Trailmaking Part A). The 4 groups engaged different networks during the fluency fMRI task despite equivalent performance. Comparisons of specific regions within these networks indicated younger individuals had greater engagement of the thalamus and supplementary speech area, while older adults engaged the superior temporal gyrus. Individuals with ASD did not disengage from the Default Mode Network during word generation. Conclusion Interactions between diagnosis and aging were not found in this study of young and middle-aged men, but evidence for differential engagement of compensatory networks was observed. En ligne : https://doi.org/10.1016/j.rasd.2019.03.002 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=394 Verbal fluency in children with autism spectrum disorders: Clustering and switching strategies / Sander BEGEER in Autism, 18-8 (November 2014)
[article]
Titre : Verbal fluency in children with autism spectrum disorders: Clustering and switching strategies Type de document : Texte imprimé et/ou numérique Auteurs : Sander BEGEER, Auteur ; Marlies WIERDA, Auteur ; Anke M. SCHEEREN, Auteur ; Jan-Pieter TEUNISSE, Auteur ; Hans M. KOOT, Auteur ; Hilde M. GEURTS, Auteur Article en page(s) : p.1014-1018 Langues : Anglais (eng) Mots-clés : autism spectrum disorders clustering cognitive flexibility fluency switching Index. décimale : PER Périodiques Résumé : This study highlights differences in cognitive strategies in children and adolescents with and without autism spectrum disorders (n = 52) on a verbal fluency task (naming as many words as possible (e.g. animals) within 60 s). The ability to form clusters of words (e.g. farm animals like “cow–horse–goat”) or to switch between unrelated words (e.g. “snake” and “cat”) was analyzed using a coding method that more stringently differentiates between these strategies. Results indicated that children and adolescents with autism spectrum disorders switched less frequently, but produced slightly larger clusters than the comparison group, resulting in equal numbers of total words produced. The currently used measures of cognitive flexibility suggest atypical, but possibly equally efficient, fluency styles used by individuals with autism spectrum disorders. En ligne : http://dx.doi.org/10.1177/1362361313500381 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=242
in Autism > 18-8 (November 2014) . - p.1014-1018[article] Verbal fluency in children with autism spectrum disorders: Clustering and switching strategies [Texte imprimé et/ou numérique] / Sander BEGEER, Auteur ; Marlies WIERDA, Auteur ; Anke M. SCHEEREN, Auteur ; Jan-Pieter TEUNISSE, Auteur ; Hans M. KOOT, Auteur ; Hilde M. GEURTS, Auteur . - p.1014-1018.
Langues : Anglais (eng)
in Autism > 18-8 (November 2014) . - p.1014-1018
Mots-clés : autism spectrum disorders clustering cognitive flexibility fluency switching Index. décimale : PER Périodiques Résumé : This study highlights differences in cognitive strategies in children and adolescents with and without autism spectrum disorders (n = 52) on a verbal fluency task (naming as many words as possible (e.g. animals) within 60 s). The ability to form clusters of words (e.g. farm animals like “cow–horse–goat”) or to switch between unrelated words (e.g. “snake” and “cat”) was analyzed using a coding method that more stringently differentiates between these strategies. Results indicated that children and adolescents with autism spectrum disorders switched less frequently, but produced slightly larger clusters than the comparison group, resulting in equal numbers of total words produced. The currently used measures of cognitive flexibility suggest atypical, but possibly equally efficient, fluency styles used by individuals with autism spectrum disorders. En ligne : http://dx.doi.org/10.1177/1362361313500381 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=242 Cognitive flexibility in autism: Evidence from young autistic children / Maria ANDREOU in Autism Research, 15-12 (December 2022)
[article]
Titre : Cognitive flexibility in autism: Evidence from young autistic children Type de document : Texte imprimé et/ou numérique Auteurs : Maria ANDREOU, Auteur ; Kostas KONSTANTOPOULOS, Auteur ; Eleni PERISTERI, Auteur Article en page(s) : p.2296-2309 Langues : Anglais (eng) Mots-clés : Child Humans Autistic Disorder/complications Autism Spectrum Disorder/complications Semantics Language Cognition autism children's color trails test cognitive flexibility fluency Index. décimale : PER Périodiques Résumé : We examined the cognitive flexibility performance of young autistic children and a group of neurotypical peers. Thirty-six autistic children (72-83 months) and 200 age-matched typically-developing children were assessed on the Children's Color Trails Test (CCTT), a semantic and a phonemic verbal fluency task. The results showed that the autistic children performed worse than their neurotypical peers in the switching component of the CCTT. In the fluency tests, the autistic group generated overall fewer word items than their neurotypical peers, however, their poorer performance was driven by specific linguistic stimuli in the fluency tasks. The findings suggest that cognitive flexibility for the autistic children was affected in the nonverbal CCTT only, while poor performance in semantic and phonemic fluency seemed to be inherent to the language properties of the verbal fluency tasks. En ligne : http://dx.doi.org/10.1002/aur.2828 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488
in Autism Research > 15-12 (December 2022) . - p.2296-2309[article] Cognitive flexibility in autism: Evidence from young autistic children [Texte imprimé et/ou numérique] / Maria ANDREOU, Auteur ; Kostas KONSTANTOPOULOS, Auteur ; Eleni PERISTERI, Auteur . - p.2296-2309.
Langues : Anglais (eng)
in Autism Research > 15-12 (December 2022) . - p.2296-2309
Mots-clés : Child Humans Autistic Disorder/complications Autism Spectrum Disorder/complications Semantics Language Cognition autism children's color trails test cognitive flexibility fluency Index. décimale : PER Périodiques Résumé : We examined the cognitive flexibility performance of young autistic children and a group of neurotypical peers. Thirty-six autistic children (72-83 months) and 200 age-matched typically-developing children were assessed on the Children's Color Trails Test (CCTT), a semantic and a phonemic verbal fluency task. The results showed that the autistic children performed worse than their neurotypical peers in the switching component of the CCTT. In the fluency tests, the autistic group generated overall fewer word items than their neurotypical peers, however, their poorer performance was driven by specific linguistic stimuli in the fluency tasks. The findings suggest that cognitive flexibility for the autistic children was affected in the nonverbal CCTT only, while poor performance in semantic and phonemic fluency seemed to be inherent to the language properties of the verbal fluency tasks. En ligne : http://dx.doi.org/10.1002/aur.2828 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=488 Executive functions in savant artists with autism / Laura CRANE in Research in Autism Spectrum Disorders, 5-2 (April-June 2011)
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