Centre d'Information et de documentation du CRA Rhône-Alpes
CRA
Informations pratiques
-
Adresse
Centre d'information et de documentation
du CRA Rhône-Alpes
Centre Hospitalier le Vinatier
bât 211
95, Bd Pinel
69678 Bron CedexHoraires
Lundi au Vendredi
9h00-12h00 13h30-16h00Contact
Tél: +33(0)4 37 91 54 65
Mail
Fax: +33(0)4 37 91 54 37
-
Résultat de la recherche
8 recherche sur le mot-clé 'Set-shifting'
Affiner la recherche Générer le flux rss de la recherche
Partager le résultat de cette recherche Faire une suggestion
Assessing Planning and Set-Shifting Abilities in Autism: Are Experimenter-Administered and Computerised Versions of Tasks Equivalent? / Christopher JARROLD in Autism Research, 6-6 (December 2013)
[article]
Titre : Assessing Planning and Set-Shifting Abilities in Autism: Are Experimenter-Administered and Computerised Versions of Tasks Equivalent? Type de document : Texte imprimé et/ou numérique Auteurs : Christopher JARROLD, Auteur Année de publication : 2013 Article en page(s) : p.461-467 Langues : Anglais (eng) Mots-clés : autism executive functioning planning set-shifting Wisconsin Card Sorting Test Tower of London task Index. décimale : PER Périodiques Résumé : Across studies, analysis of performance on classic measures of executive functioning (EF) among individuals with autism spectrum disorder (ASD) suggests that people with this disorder may be impaired only when tasks are experimenter-administered, but not when the same tasks are computer-administered. This would imply that the underlying cause of apparent executive dysfunction in ASD is a diminished ability to engage with another person/comprehend what another person expects, rather than a diminution of the control processes that typically underpin EF task performance. However, this suggestion is limited because, to our knowledge, no study has directly compared the equivalence of computer-administered and standard experimenter-administered versions of EF tasks that have been presented in counterbalanced order among a common sample of individuals with ASD. In the current study, 21 children with ASD and 22 age- and intelligence quotient (IQ)-matched comparison participants completed, in counterbalanced order, computerised and manual versions of both a planning task and a cognitive flexibility/set-shifting task. Contrary to expectation, results indicated that participants with ASD were equally impaired in terms of the key dependent variable on standard and computerised versions of both tasks. Practically, these results suggest that computer-administered and experimenter-administered versions of planning and set-shifting tasks are equivalent among individuals with ASD and can be used interchangeably in studies of EF among this population. Theoretically, these results challenge the notion that poor performance on EF tasks among school-aged children with ASD is only the result of a limited ability to engage with a human experimenter/comprehend socially presented rules. AU - WILLIAMS, David En ligne : http://dx.doi.org/10.1002/aur.1311 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221
in Autism Research > 6-6 (December 2013) . - p.461-467[article] Assessing Planning and Set-Shifting Abilities in Autism: Are Experimenter-Administered and Computerised Versions of Tasks Equivalent? [Texte imprimé et/ou numérique] / Christopher JARROLD, Auteur . - 2013 . - p.461-467.
Langues : Anglais (eng)
in Autism Research > 6-6 (December 2013) . - p.461-467
Mots-clés : autism executive functioning planning set-shifting Wisconsin Card Sorting Test Tower of London task Index. décimale : PER Périodiques Résumé : Across studies, analysis of performance on classic measures of executive functioning (EF) among individuals with autism spectrum disorder (ASD) suggests that people with this disorder may be impaired only when tasks are experimenter-administered, but not when the same tasks are computer-administered. This would imply that the underlying cause of apparent executive dysfunction in ASD is a diminished ability to engage with another person/comprehend what another person expects, rather than a diminution of the control processes that typically underpin EF task performance. However, this suggestion is limited because, to our knowledge, no study has directly compared the equivalence of computer-administered and standard experimenter-administered versions of EF tasks that have been presented in counterbalanced order among a common sample of individuals with ASD. In the current study, 21 children with ASD and 22 age- and intelligence quotient (IQ)-matched comparison participants completed, in counterbalanced order, computerised and manual versions of both a planning task and a cognitive flexibility/set-shifting task. Contrary to expectation, results indicated that participants with ASD were equally impaired in terms of the key dependent variable on standard and computerised versions of both tasks. Practically, these results suggest that computer-administered and experimenter-administered versions of planning and set-shifting tasks are equivalent among individuals with ASD and can be used interchangeably in studies of EF among this population. Theoretically, these results challenge the notion that poor performance on EF tasks among school-aged children with ASD is only the result of a limited ability to engage with a human experimenter/comprehend socially presented rules. AU - WILLIAMS, David En ligne : http://dx.doi.org/10.1002/aur.1311 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=221 Neural Correlates of Set-Shifting in Children With Autism / Benjamin E. YERYS in Autism Research, 8-4 (August 2015)
[article]
Titre : Neural Correlates of Set-Shifting in Children With Autism Type de document : Texte imprimé et/ou numérique Auteurs : Benjamin E. YERYS, Auteur ; Ligia ANTEZANA, Auteur ; Rachel WEINBLATT, Auteur ; Kathryn F. JANKOWSKI, Auteur ; John STRANG, Auteur ; Chandan J. VAIDYA, Auteur ; Robert T. SCHULTZ, Auteur ; William D. GAILLARD, Auteur ; Lauren KENWORTHY, Auteur Article en page(s) : p.386-397 Langues : Anglais (eng) Mots-clés : autism cognitive control set-shifting functional magnetic resonance imaging cingulate prefrontal cortex Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is often associated with high levels of inflexible thinking and rigid behavior. The neural correlates of these behaviors have been investigated in adults and older adolescents, but not children. Prior studies utilized set-shifting tasks that engaged multiple levels of shifting, and depended on learning abstract rules and establishing a strong prepotent bias. These additional demands complicate simple interpretations of the results. We used functional magnetic resonance imaging (fMRI) to investigate the neural correlates of set-shifting in 20 children (ages 7–14) with ASD and 19 typically developing, matched, control children. Participants completed a set-shifting task that minimized nonshifting task demands through the use of concrete instructions that provide spatial mapping of stimuli-responses. The shift/stay sets were given an equal number of trials to limit the prepotent bias. Both groups showed an equivalent “switch cost,” responding less accurately and slower to Switch stimuli than Stay stimuli, although the ASD group was less accurate overall. Both groups showed activation in prefrontal, striatal, parietal, and cerebellum regions known to govern effective set-shifts. Compared to controls, children with ASD demonstrated decreased activation of the right middle temporal gyrus across all trials, but increased activation in the mid-dorsal cingulate cortex/superior frontal gyrus, left middle frontal, and right inferior frontal gyri during the Switch vs. Stay contrast. The successful behavioral switching performance of children with ASD comes at the cost of requiring greater engagement of frontal regions, suggesting less efficiency at this lowest level of shifting. Autism Res 2015, 8: 386–397. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1454 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268
in Autism Research > 8-4 (August 2015) . - p.386-397[article] Neural Correlates of Set-Shifting in Children With Autism [Texte imprimé et/ou numérique] / Benjamin E. YERYS, Auteur ; Ligia ANTEZANA, Auteur ; Rachel WEINBLATT, Auteur ; Kathryn F. JANKOWSKI, Auteur ; John STRANG, Auteur ; Chandan J. VAIDYA, Auteur ; Robert T. SCHULTZ, Auteur ; William D. GAILLARD, Auteur ; Lauren KENWORTHY, Auteur . - p.386-397.
Langues : Anglais (eng)
in Autism Research > 8-4 (August 2015) . - p.386-397
Mots-clés : autism cognitive control set-shifting functional magnetic resonance imaging cingulate prefrontal cortex Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) is often associated with high levels of inflexible thinking and rigid behavior. The neural correlates of these behaviors have been investigated in adults and older adolescents, but not children. Prior studies utilized set-shifting tasks that engaged multiple levels of shifting, and depended on learning abstract rules and establishing a strong prepotent bias. These additional demands complicate simple interpretations of the results. We used functional magnetic resonance imaging (fMRI) to investigate the neural correlates of set-shifting in 20 children (ages 7–14) with ASD and 19 typically developing, matched, control children. Participants completed a set-shifting task that minimized nonshifting task demands through the use of concrete instructions that provide spatial mapping of stimuli-responses. The shift/stay sets were given an equal number of trials to limit the prepotent bias. Both groups showed an equivalent “switch cost,” responding less accurately and slower to Switch stimuli than Stay stimuli, although the ASD group was less accurate overall. Both groups showed activation in prefrontal, striatal, parietal, and cerebellum regions known to govern effective set-shifts. Compared to controls, children with ASD demonstrated decreased activation of the right middle temporal gyrus across all trials, but increased activation in the mid-dorsal cingulate cortex/superior frontal gyrus, left middle frontal, and right inferior frontal gyri during the Switch vs. Stay contrast. The successful behavioral switching performance of children with ASD comes at the cost of requiring greater engagement of frontal regions, suggesting less efficiency at this lowest level of shifting. Autism Res 2015, 8: 386–397. © 2015 International Society for Autism Research, Wiley Periodicals, Inc. En ligne : http://dx.doi.org/10.1002/aur.1454 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=268 Variation in restricted and repetitive behaviors and interests relates to inhibitory control and shifting in children with autism spectrum disorder / S. FAJA in Autism, 23-5 (July 2019)
[article]
Titre : Variation in restricted and repetitive behaviors and interests relates to inhibitory control and shifting in children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : S. FAJA, Auteur ; L. NELSON DARLING, Auteur Article en page(s) : p.1262-1272 Langues : Anglais (eng) Mots-clés : autism spectrum disorders executive function individual differences inhibitory control repetitive behaviors and interests set-shifting Index. décimale : PER Périodiques Résumé : Symptoms of restricted and repetitive behaviors and interests in autism are theoretically linked to executive functioning, which includes problem-solving abilities such as inhibition and cognitive flexibility. This study examined whether inhibition and flexibility are related to higher order restricted and repetitive behaviors and interests (e.g. circumscribed interests and ritualistic behavior) and sensorimotor behaviors (e.g. stereotyped and repetitive movements and sensory preoccupations) among 102 school-aged children with autism spectrum disorder who had cognitive abilities in the average or above average range. The ability to inhibit interfering information and shifting ability were related to higher order restricted and repetitive behaviors and interests, and each uniquely accounted for variance. This suggests that the ability to suppress interfering information as well as the ability to flexibly shift between patterns of responding is protective against higher order restricted and repetitive behaviors and interest symptoms in autism. In addition, the ability to proactively slow one's reaction time in order to respond more carefully was related to sensorimotor restricted and repetitive behaviors. These results support the importance of distinguishing between higher order and sensorimotor symptoms due to their distinct relationships to executive functioning abilities. En ligne : http://dx.doi.org/10.1177/1362361318804192 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401
in Autism > 23-5 (July 2019) . - p.1262-1272[article] Variation in restricted and repetitive behaviors and interests relates to inhibitory control and shifting in children with autism spectrum disorder [Texte imprimé et/ou numérique] / S. FAJA, Auteur ; L. NELSON DARLING, Auteur . - p.1262-1272.
Langues : Anglais (eng)
in Autism > 23-5 (July 2019) . - p.1262-1272
Mots-clés : autism spectrum disorders executive function individual differences inhibitory control repetitive behaviors and interests set-shifting Index. décimale : PER Périodiques Résumé : Symptoms of restricted and repetitive behaviors and interests in autism are theoretically linked to executive functioning, which includes problem-solving abilities such as inhibition and cognitive flexibility. This study examined whether inhibition and flexibility are related to higher order restricted and repetitive behaviors and interests (e.g. circumscribed interests and ritualistic behavior) and sensorimotor behaviors (e.g. stereotyped and repetitive movements and sensory preoccupations) among 102 school-aged children with autism spectrum disorder who had cognitive abilities in the average or above average range. The ability to inhibit interfering information and shifting ability were related to higher order restricted and repetitive behaviors and interests, and each uniquely accounted for variance. This suggests that the ability to suppress interfering information as well as the ability to flexibly shift between patterns of responding is protective against higher order restricted and repetitive behaviors and interest symptoms in autism. In addition, the ability to proactively slow one's reaction time in order to respond more carefully was related to sensorimotor restricted and repetitive behaviors. These results support the importance of distinguishing between higher order and sensorimotor symptoms due to their distinct relationships to executive functioning abilities. En ligne : http://dx.doi.org/10.1177/1362361318804192 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=401 Individuals with autism spectrum disorder are differentially sensitive to interference from previous verbal feedback / Phil REED in Autism, 27-7 (October 2023)
[article]
Titre : Individuals with autism spectrum disorder are differentially sensitive to interference from previous verbal feedback Type de document : Texte imprimé et/ou numérique Auteurs : Phil REED, Auteur Article en page(s) : p.2011-2020 Langues : Anglais (eng) Mots-clés : autism spectrum disorder nonverbal feedback set-shifting verbal feedback Index. décimale : PER Périodiques Résumé : This study examined whether set-shifting ability for children with autism spectrum disorder without intellectual disability would be affected differentially by verbal or nonverbal feedback as the outcome of previous research tentatively suggests that verbal feedback may lead to slower set-shifting. Overall, 56 children participated (42 male; 14 female); 28 with a diagnosis of autism spectrum disorder (24 male) and 28 (21 male) typically developing children matched on cognitive and verbal abilities. Each group was exposed to a set-shifting task using cards varying in three dimensions. One group of typically developing children, and one group of autism spectrum disorder children, received verbal feedback on their performance, and one group received nonverbal feedback. Children with autism spectrum disorder learned an initial categorisation rule as fast as matched typically developing children. There was little difference in the impact of the type of feedback on acquisition. However, on shifting the classification rule, children with autism spectrum disorder showed slower rates of learning the new rule, relative to matched controls, which was worse when verbal feedback was used compared to nonverbal feedback. This finding has implications for the interpretations of set-shifting performance and for classroom use of feedback strategies.Lay abstractIndividuals with autism spectrum disorder can find behavioural flexibility challenging, often exhibited in terms of repetitive behaviours or restricted ranges of interests and activities. An inability to shift efficiently from one situation to another is connected with problems in daily life, and identifying factors associated with this ability may help develop teaching strategies to improve behavioural flexibility. Some existing findings imply shifting performance for individuals with autism spectrum disorder is better with nonverbal, compared to verbal, feedback - even for those with strong verbal abilities. Unfortunately, there are few behavioural examinations that further explore these findings, which is the aim of this study. In this study, 28 children with a diagnosis of autism spectrum disorder and 28 typically developing children matched on cognitive and verbal abilities learned to sort cards according to one out of a possible three dimensions (colour, shape and number), and then had to relearn the sorting rule. One group of typically developing children, and one group of autism spectrum disorder children, received verbal feedback on their performance, and one group received nonverbal feedback. Children with autism spectrum disorder learned an initial categorisation rule as fast as matched typically developing children, and there was little difference in the impact of the type of feedback on acquisition. However, on shifting the classification rule, children with autism spectrum disorder showed slower rates of learning the new rule, which was worse when verbal feedback was used compared to nonverbal feedback. This finding has implications for the interpretations of set-shifting performance and for classroom use of feedback strategies. En ligne : http://dx.doi.org/10.1177/13623613221150377 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510
in Autism > 27-7 (October 2023) . - p.2011-2020[article] Individuals with autism spectrum disorder are differentially sensitive to interference from previous verbal feedback [Texte imprimé et/ou numérique] / Phil REED, Auteur . - p.2011-2020.
Langues : Anglais (eng)
in Autism > 27-7 (October 2023) . - p.2011-2020
Mots-clés : autism spectrum disorder nonverbal feedback set-shifting verbal feedback Index. décimale : PER Périodiques Résumé : This study examined whether set-shifting ability for children with autism spectrum disorder without intellectual disability would be affected differentially by verbal or nonverbal feedback as the outcome of previous research tentatively suggests that verbal feedback may lead to slower set-shifting. Overall, 56 children participated (42 male; 14 female); 28 with a diagnosis of autism spectrum disorder (24 male) and 28 (21 male) typically developing children matched on cognitive and verbal abilities. Each group was exposed to a set-shifting task using cards varying in three dimensions. One group of typically developing children, and one group of autism spectrum disorder children, received verbal feedback on their performance, and one group received nonverbal feedback. Children with autism spectrum disorder learned an initial categorisation rule as fast as matched typically developing children. There was little difference in the impact of the type of feedback on acquisition. However, on shifting the classification rule, children with autism spectrum disorder showed slower rates of learning the new rule, relative to matched controls, which was worse when verbal feedback was used compared to nonverbal feedback. This finding has implications for the interpretations of set-shifting performance and for classroom use of feedback strategies.Lay abstractIndividuals with autism spectrum disorder can find behavioural flexibility challenging, often exhibited in terms of repetitive behaviours or restricted ranges of interests and activities. An inability to shift efficiently from one situation to another is connected with problems in daily life, and identifying factors associated with this ability may help develop teaching strategies to improve behavioural flexibility. Some existing findings imply shifting performance for individuals with autism spectrum disorder is better with nonverbal, compared to verbal, feedback - even for those with strong verbal abilities. Unfortunately, there are few behavioural examinations that further explore these findings, which is the aim of this study. In this study, 28 children with a diagnosis of autism spectrum disorder and 28 typically developing children matched on cognitive and verbal abilities learned to sort cards according to one out of a possible three dimensions (colour, shape and number), and then had to relearn the sorting rule. One group of typically developing children, and one group of autism spectrum disorder children, received verbal feedback on their performance, and one group received nonverbal feedback. Children with autism spectrum disorder learned an initial categorisation rule as fast as matched typically developing children, and there was little difference in the impact of the type of feedback on acquisition. However, on shifting the classification rule, children with autism spectrum disorder showed slower rates of learning the new rule, which was worse when verbal feedback was used compared to nonverbal feedback. This finding has implications for the interpretations of set-shifting performance and for classroom use of feedback strategies. En ligne : http://dx.doi.org/10.1177/13623613221150377 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=510 Working for the future: parentally deprived Nigerian Children have enhanced working memory ability / Tochukwu NWEZE in Journal of Child Psychology and Psychiatry, 62-3 (March 2021)
[article]
Titre : Working for the future: parentally deprived Nigerian Children have enhanced working memory ability Type de document : Texte imprimé et/ou numérique Auteurs : Tochukwu NWEZE, Auteur ; Mary Basil NWOKE, Auteur ; Juliet Ifeoma NWUFO, Auteur ; Richard Ikechukwu ANIEKWU, Auteur ; Florian LANGE, Auteur Article en page(s) : p.280-288 Langues : Anglais (eng) Mots-clés : Deprivation adverse rearing cognition executive functions inhibition set-shifting working memory Index. décimale : PER Périodiques Résumé : BACKGROUND: The dominant view based on the deficit model of developmental psychopathology is that early adverse rearing impairs cognition. In contrast, an emerging evolutionary-developmental model argues that individuals exposed to early-life stress may have improved cognitive abilities that are adapted to harsh environments. We set out to test this hypothesis by examining cognitive functions in parentally deprived children in Nigeria. METHODS: Cognitive performance was compared between 53 deprived children who currently live in institutional homes and foster families and 51 nondeprived control participants. We used a multifaceted neurocognitive test battery for the assessment of inhibition, set-shifting and working memory. RESULTS: Results showed that the deprived and nondeprived group did not significantly differ in their performance on set-shifting and inhibition tasks. Conversely, the deprived group performed significantly better than the nondeprived group in the working memory task. DISCUSSION: We interpret the enhanced working memory ability of the deprived group as a correlate of its ecological relevance. In Nigeria, underprivileged children may need to rely to a larger extent on working memory abilities to attain success through academic work. This study provides further evidence that exposure to early adversity does not necessarily impair cognitive functions but can even enhance it under some conditions and in some domains. En ligne : http://dx.doi.org/10.1111/jcpp.13241 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.280-288[article] Working for the future: parentally deprived Nigerian Children have enhanced working memory ability [Texte imprimé et/ou numérique] / Tochukwu NWEZE, Auteur ; Mary Basil NWOKE, Auteur ; Juliet Ifeoma NWUFO, Auteur ; Richard Ikechukwu ANIEKWU, Auteur ; Florian LANGE, Auteur . - p.280-288.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-3 (March 2021) . - p.280-288
Mots-clés : Deprivation adverse rearing cognition executive functions inhibition set-shifting working memory Index. décimale : PER Périodiques Résumé : BACKGROUND: The dominant view based on the deficit model of developmental psychopathology is that early adverse rearing impairs cognition. In contrast, an emerging evolutionary-developmental model argues that individuals exposed to early-life stress may have improved cognitive abilities that are adapted to harsh environments. We set out to test this hypothesis by examining cognitive functions in parentally deprived children in Nigeria. METHODS: Cognitive performance was compared between 53 deprived children who currently live in institutional homes and foster families and 51 nondeprived control participants. We used a multifaceted neurocognitive test battery for the assessment of inhibition, set-shifting and working memory. RESULTS: Results showed that the deprived and nondeprived group did not significantly differ in their performance on set-shifting and inhibition tasks. Conversely, the deprived group performed significantly better than the nondeprived group in the working memory task. DISCUSSION: We interpret the enhanced working memory ability of the deprived group as a correlate of its ecological relevance. In Nigeria, underprivileged children may need to rely to a larger extent on working memory abilities to attain success through academic work. This study provides further evidence that exposure to early adversity does not necessarily impair cognitive functions but can even enhance it under some conditions and in some domains. En ligne : http://dx.doi.org/10.1111/jcpp.13241 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=443 Brief Report: Cognitive Flexibility in Autism Spectrum Disorders: A Quantitative Review / Rachel C. LEUNG in Journal of Autism and Developmental Disorders, 44-10 (October 2014)
PermalinkBrief Report: Impaired Flexible Item Selection Task (FIST) in School-Age Children with Autism Spectrum Disorders / Benjamin E. YERYS in Journal of Autism and Developmental Disorders, 42-9 (September 2012)
PermalinkTime-Based and Event-Based Prospective Memory in Autism Spectrum Disorder: The Roles of Executive Function and Theory of Mind, and Time-Estimation / David WILLIAMS in Journal of Autism and Developmental Disorders, 43-7 (July 2013)
Permalink