56 recherche sur le mot-clé 'Working memory'

Working memory of school-aged children on the autism spectrum: Predictors for longitudinal growth / Sohyun An KIM in Autism, 27-8 (November 2023)  

Public ISBD [article]  inAutism > 27-8 (November 2023) . - p.2422-2433 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 [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 and autism: A review of literature / Suneeta KERCOOD in Research in Autism Spectrum Disorders, 8-10 (October 2014)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1316-1332 Titre : Working memory and autism: A review of literature Type de document : Texte imprimé et/ou numérique Auteurs : Suneeta KERCOOD, Auteur ; Janice A. GRSKOVIC, Auteur ; Devender R. BANDA, Auteur ; Jasmine BEGESKE, Auteur Article en page(s) : p.1316-1332 Langues : Anglais (eng) Mots-clés : Autism spectrum disorders  Working memory  Auditory working memory  Visiospatial working memory Index. décimale : PER Périodiques Résumé : Research studies that evaluated working memory with students with autism and other disorders were reviewed and summarized. Results suggest that persons with autism score lower on measures of working memory than do typical controls especially on tasks that require cognitive flexibility, planning, greater working memory load, and spatial working memory, and with increasing task complexity and in dual task conditions. Lower scores in verbal working memory were associated with greater problems in adaptive behavior and more restrictive and repetitive behavior. Children with autism were as likely as typical children to employ articulatory rehearsal (verbal WM). The format of WM tasks may determine whether or not performance is impaired. Implications for educational practice and future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239 [article] Working memory and autism: A review of literature [Texte imprimé et/ou numérique] / Suneeta KERCOOD, Auteur ; Janice A. GRSKOVIC, Auteur ; Devender R. BANDA, Auteur ; Jasmine BEGESKE, Auteur . - p.1316-1332. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 8-10 (October 2014) . - p.1316-1332 Mots-clés : Autism spectrum disorders  Working memory  Auditory working memory  Visiospatial working memory Index. décimale : PER Périodiques Résumé : Research studies that evaluated working memory with students with autism and other disorders were reviewed and summarized. Results suggest that persons with autism score lower on measures of working memory than do typical controls especially on tasks that require cognitive flexibility, planning, greater working memory load, and spatial working memory, and with increasing task complexity and in dual task conditions. Lower scores in verbal working memory were associated with greater problems in adaptive behavior and more restrictive and repetitive behavior. Children with autism were as likely as typical children to employ articulatory rehearsal (verbal WM). The format of WM tasks may determine whether or not performance is impaired. Implications for educational practice and future research are discussed. En ligne : http://dx.doi.org/10.1016/j.rasd.2014.06.011 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=239

Working memory and cognitive flexibility-training for children with an autism spectrum disorder: a randomized controlled trial / Marieke DE VRIES in Journal of Child Psychology and Psychiatry, 56-5 (May 2015)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 56-5 (May 2015) . - p.566-576 Titre : Working memory and cognitive flexibility-training for children with an autism spectrum disorder: a randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Marieke DE VRIES, Auteur ; Pier J. M. PRINS, Auteur ; Ben A. SCHMAND, Auteur ; Hilde M. GEURTS, Auteur Article en page(s) : p.566-576 Langues : Anglais (eng) Mots-clés : Executive functioning  working memory  flexibility  cognitive training  autism Index. décimale : PER Périodiques Résumé : Background People with autism spectrum disorders (ASDs) experience executive function (EF) deficits. There is an urgent need for effective interventions, but in spite of the increasing research focus on computerized cognitive training, this has not been studied in ASD. Hence, we investigated two EF training conditions in children with ASD. Methods In a randomized controlled trial, children with ASD (n = 121, 8–12 years, IQ > 80) were randomly assigned to an adaptive working memory (WM) training, an adaptive cognitive flexibility-training, or a non-adaptive control training (mock-training). Braingame Brian, a computerized EF-training with game-elements, was used. Outcome measures (pretraining, post-training, and 6-week-follow-up) were near-transfer to trained EFs, far-transfer to other EFs (sustained attention and inhibition), and parent's ratings of daily life EFs, social behavior, attention deficit hyperactivity disorder (ADHD)-behavior, and quality of life. Results Attrition-rate was 26%. Children in all conditions who completed the training improved in WM, cognitive flexibility, attention, and on parent's ratings, but not in inhibition. There were no significant differential intervention effects, although children in the WM condition showed a trend toward improvement on near-transfer WM and ADHD-behavior, and children in the cognitive flexibility condition showed a trend toward improvement on near-transfer flexibility. Conclusion Although children in the WM condition tended to improve more in WM and ADHD-behavior, the lack of differential improvement on most outcome measures, the absence of a clear effect of the adaptive training compared to the mock-training, and the high attrition rate suggest that the training in its present form is probably not suitable for children with ASD. En ligne : http://dx.doi.org/10.1111/jcpp.12324 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260 [article] Working memory and cognitive flexibility-training for children with an autism spectrum disorder: a randomized controlled trial [Texte imprimé et/ou numérique] / Marieke DE VRIES, Auteur ; Pier J. M. PRINS, Auteur ; Ben A. SCHMAND, Auteur ; Hilde M. GEURTS, Auteur . - p.566-576. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 56-5 (May 2015) . - p.566-576 Mots-clés : Executive functioning  working memory  flexibility  cognitive training  autism Index. décimale : PER Périodiques Résumé : Background People with autism spectrum disorders (ASDs) experience executive function (EF) deficits. There is an urgent need for effective interventions, but in spite of the increasing research focus on computerized cognitive training, this has not been studied in ASD. Hence, we investigated two EF training conditions in children with ASD. Methods In a randomized controlled trial, children with ASD (n = 121, 8–12 years, IQ > 80) were randomly assigned to an adaptive working memory (WM) training, an adaptive cognitive flexibility-training, or a non-adaptive control training (mock-training). Braingame Brian, a computerized EF-training with game-elements, was used. Outcome measures (pretraining, post-training, and 6-week-follow-up) were near-transfer to trained EFs, far-transfer to other EFs (sustained attention and inhibition), and parent's ratings of daily life EFs, social behavior, attention deficit hyperactivity disorder (ADHD)-behavior, and quality of life. Results Attrition-rate was 26%. Children in all conditions who completed the training improved in WM, cognitive flexibility, attention, and on parent's ratings, but not in inhibition. There were no significant differential intervention effects, although children in the WM condition showed a trend toward improvement on near-transfer WM and ADHD-behavior, and children in the cognitive flexibility condition showed a trend toward improvement on near-transfer flexibility. Conclusion Although children in the WM condition tended to improve more in WM and ADHD-behavior, the lack of differential improvement on most outcome measures, the absence of a clear effect of the adaptive training compared to the mock-training, and the high attrition rate suggest that the training in its present form is probably not suitable for children with ASD. En ligne : http://dx.doi.org/10.1111/jcpp.12324 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=260

Working memory and organizational skills problems in ADHD / Michael J. KOFLER in Journal of Child Psychology and Psychiatry, 59-1 (January 2018)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 59-1 (January 2018) . - p.57-67 Titre : Working memory and organizational skills problems in ADHD Type de document : Texte imprimé et/ou numérique Auteurs : Michael J. KOFLER, Auteur ; Dustin E. SARVER, Auteur ; Sherelle L. HARMON, Auteur ; Allison MOLTISANTI, Auteur ; Paula A. ADUEN, Auteur ; Elia F. SOTO, Auteur ; Nicole FERRETTI, Auteur Article en page(s) : p.57-67 Langues : Anglais (eng) Mots-clés : ADHD  working memory  organization  executive functions  functional impairments Index. décimale : PER Périodiques Résumé : Background This study tested model-driven predictions regarding working memory's role in the organizational problems associated with ADHD. Method Children aged 8–13 (M = 10.33, SD = 1.42) with and without ADHD (N = 103; 39 girls; 73% Caucasian/Non-Hispanic) were assessed on multiple, counterbalanced working memory tasks. Parents and teachers completed norm-referenced measures of organizational problems (Children's Organizational Skills Scale; COSS). Results Results confirmed large magnitude working memory deficits (d = 1.24) and organizational problems in ADHD (d = 0.85). Bias-corrected, bootstrapped conditional effects models linked impaired working memory with greater parent- and teacher-reported inattention, hyperactivity/impulsivity, and organizational problems. Working memory predicted organization problems across all parent and teacher COSS subscales (R2 = .19–.23). Approximately 38%–57% of working memory's effect on organization problems was conveyed by working memory's association with inattentive behavior. Unique effects of working memory remained significant for both parent- and teacher-reported task planning, as well as for teacher-reported memory/materials management and overall organization problems. Attention problems uniquely predicted worse organizational skills. Hyperactivity was unrelated to parent-reported organizational skills, but predicted better teacher-reported task planning. Conclusions Children with ADHD exhibit multisetting, broad-based organizational impairment. These impaired organizational skills are attributable in part to performance deficits secondary to working memory dysfunction, both directly and indirectly via working memory's role in regulating attention. Impaired working memory in ADHD renders it extraordinarily difficult for these children to consistently anticipate, plan, enact, and maintain goal-directed actions. En ligne : http://dx.doi.org/10.1111/jcpp.12773 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=327 [article] Working memory and organizational skills problems in ADHD [Texte imprimé et/ou numérique] / Michael J. KOFLER, Auteur ; Dustin E. SARVER, Auteur ; Sherelle L. HARMON, Auteur ; Allison MOLTISANTI, Auteur ; Paula A. ADUEN, Auteur ; Elia F. SOTO, Auteur ; Nicole FERRETTI, Auteur . - p.57-67. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 59-1 (January 2018) . - p.57-67 Mots-clés : ADHD  working memory  organization  executive functions  functional impairments Index. décimale : PER Périodiques Résumé : Background This study tested model-driven predictions regarding working memory's role in the organizational problems associated with ADHD. Method Children aged 8–13 (M = 10.33, SD = 1.42) with and without ADHD (N = 103; 39 girls; 73% Caucasian/Non-Hispanic) were assessed on multiple, counterbalanced working memory tasks. Parents and teachers completed norm-referenced measures of organizational problems (Children's Organizational Skills Scale; COSS). Results Results confirmed large magnitude working memory deficits (d = 1.24) and organizational problems in ADHD (d = 0.85). Bias-corrected, bootstrapped conditional effects models linked impaired working memory with greater parent- and teacher-reported inattention, hyperactivity/impulsivity, and organizational problems. Working memory predicted organization problems across all parent and teacher COSS subscales (R2 = .19–.23). Approximately 38%–57% of working memory's effect on organization problems was conveyed by working memory's association with inattentive behavior. Unique effects of working memory remained significant for both parent- and teacher-reported task planning, as well as for teacher-reported memory/materials management and overall organization problems. Attention problems uniquely predicted worse organizational skills. Hyperactivity was unrelated to parent-reported organizational skills, but predicted better teacher-reported task planning. Conclusions Children with ADHD exhibit multisetting, broad-based organizational impairment. These impaired organizational skills are attributable in part to performance deficits secondary to working memory dysfunction, both directly and indirectly via working memory's role in regulating attention. Impaired working memory in ADHD renders it extraordinarily difficult for these children to consistently anticipate, plan, enact, and maintain goal-directed actions. En ligne : http://dx.doi.org/10.1111/jcpp.12773 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=327

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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-4 (April 2017) . - p.992-1005 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 [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 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)  

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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)  

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Dissociation of Cross-Sectional Trajectories for Verbal and Visuo-Spatial Working Memory Development in Rubinstein-Taybi Syndrome / Jane WAITE in Journal of Autism and Developmental Disorders, 46-6 (June 2016)  

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The long-lasting benefits of pre-kindergarten education on autistic children?s working memory development / Sohyun An KIM in Autism, 29-1 (January 2025)  

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Alpha modulation during working memory encoding predicts neurocognitive impairment in ADHD / A. LENARTOWICZ in Journal of Child Psychology and Psychiatry, 60-8 (August 2019)  

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