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O'Brien AM, Perrachione TK, Wisman Weil L, Sanchez Araujo Y, Halverson K, Harris A, Ostrovskaya I, Kjelgaard M, Kenneth Wexler, Tager-Flusberg H, Gabrieli JDE, Qi Z. Altered engagement of the speech motor network is associated with reduced phonological working memory in autism. Neuroimage Clin 2022; 37:103299. [PMID: 36584426 PMCID: PMC9830373 DOI: 10.1016/j.nicl.2022.103299] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/19/2022] [Revised: 12/13/2022] [Accepted: 12/20/2022] [Indexed: 12/24/2022]
Abstract
Nonword repetition, a common clinical measure of phonological working memory, involves component processes of speech perception, working memory, and speech production. Autistic children often show behavioral challenges in nonword repetition, as do many individuals with communication disorders. It is unknown which subprocesses of phonological working memory are vulnerable in autistic individuals, and whether the same brain processes underlie the transdiagnostic difficulty with nonword repetition. We used functional magnetic resonance imaging (fMRI) to investigate the brain bases for nonword repetition challenges in autism. We compared activation during nonword repetition in functional brain networks subserving speech perception, working memory, and speech production between neurotypical and autistic children. Autistic children performed worse than neurotypical children on nonword repetition and had reduced activation in response to increasing phonological working memory load in the supplementary motor area. Multivoxel pattern analysis within the speech production network classified shorter vs longer nonword-repetition trials less accurately for autistic than neurotypical children. These speech production motor-specific differences were not observed in a group of children with reading disability who had similarly reduced nonword repetition behavior. These findings suggest that atypical function in speech production brain regions may contribute to nonword repetition difficulties in autism.
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Affiliation(s)
- Amanda M O'Brien
- Program in Speech and Hearing Bioscience and Technology, Harvard University, USA; McGovern Institute for Brain Research, Massachusetts Institute of Technology, USA.
| | - Tyler K Perrachione
- Department of Speech, Language, and Hearing Sciences, Boston University, USA
| | - Lisa Wisman Weil
- Department of Communication Sciences and Disorders, Emerson College, USA
| | | | - Kelly Halverson
- Department of Clinical Psychology, University of Houston, USA
| | - Adrianne Harris
- The Carolina Institute for Developmental Disabilities, University of North Carolina School of Medicine, USA
| | | | - Margaret Kjelgaard
- Department of Communication Sciences and Disorders, Bridgewater State University, USA
| | - Kenneth Wexler
- Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, USA; Department of Linguistics and Philosophy, Massachusetts Institute of Technology, USA
| | | | - John D E Gabrieli
- McGovern Institute for Brain Research, Massachusetts Institute of Technology, USA; Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, USA
| | - Zhenghan Qi
- Department of Communication Sciences and Disorders & Department of Psychology, Northeastern University, USA
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2
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Lynn A, Luna B, O'Hearn K. Visual working memory performance is intact across development in autism spectrum disorder. Autism Res 2022; 15:881-891. [PMID: 35128834 DOI: 10.1002/aur.2683] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2021] [Revised: 01/11/2022] [Accepted: 01/26/2022] [Indexed: 12/12/2022]
Abstract
Autism spectrum disorder (ASD) is associated with atypical visual processing and deficits in working memory (WM). Visual WM performance typically improves between childhood and adulthood, but such improvement may be atypical in ASD. To better understand how visual WM develops, we used a well-established change detection task across multiple visual features. We examined visual WM for color, shape, and pattern in children, adolescents, and adults with and without ASD. VWM capacity and performance for all visual features improved across age similarly for both the TD and ASD groups. While performance was better on set size 4 trials than set size 8 trials for color, shape, and no change trials, such an effect was not evident for pattern change trials. Overall, the present findings suggest that VWM for different visual features may be intact across development in ASD. The ability to hold multiple objects in mind (WM) improves across typical development, but it remains unclear whether such improvement occurs in ASD. We found that developmental improvements in WM for different types of object details (e.g., color, shape, and pattern) is generally similar for both ASD and typical development.
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Affiliation(s)
- Andrew Lynn
- Department of Psychology & Human Development, Peabody College, Vanderbilt University, Nashville, Tennessee, USA
| | - Beatriz Luna
- Department of Psychology, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
| | - Kirsten O'Hearn
- Department of Physiology and Pharmacology, Wake Forest University, Winston-Salem, North Carolina, USA
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3
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What Ability Can Predict Mathematics Performance in Typically Developing Preschoolers and Those with Autism Spectrum Disorder? J Autism Dev Disord 2022; 53:2062-2077. [PMID: 35113327 DOI: 10.1007/s10803-022-05454-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/21/2022] [Indexed: 10/19/2022]
Abstract
Research evaluating predictors of mathematics ability in preschoolers with autism spectrum disorder (ASD) is scarce and inconclusive. The present study first compared the mathematics ability and cognitive abilities of preschoolers with ASD and age-matched typically developing (TD) peers. Then, we examined the relative contributions of cognitive abilities to the mathematics ability of preschoolers with ASD and TD. The results show that compared to those of their age-matched TD peers, the mathematics and cognitive abilities of preschoolers with ASD were impaired. The predictors of mathematics ability were found to differ among preschoolers with ASD and their age-matched TD peers. For TD preschoolers, the domain-specific approximate number system (ANS) was the key predictor of mathematics ability. For preschoolers with ASD, domain-general working memory (WM) was most important.
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4
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Han YMY, Chan MC, Chan MMY, Yeung MK, Chan AS. Effects of working memory load on frontal connectivity in children with autism spectrum disorder: a fNIRS study. Sci Rep 2022; 12:1522. [PMID: 35087126 PMCID: PMC8795357 DOI: 10.1038/s41598-022-05432-3] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2021] [Accepted: 01/12/2022] [Indexed: 01/29/2023] Open
Abstract
Individuals with autism spectrum disorder (ASD) perform poorly in working memory (WM) tasks, with some literature suggesting that their impaired performance is modulated by WM load. While some neuroimaging and neurophysiological studies have reported altered functional connectivity during WM processing in individuals with autism, it remains largely unclear whether such alterations are moderated by WM load. The present study aimed to examine the effect of WM load on functional connectivity within the prefrontal cortex (PFC) in ASD using functional near-infrared spectroscopy (fNIRS). Twenty-two children with high-functioning ASD aged 8-12 years and 24 age-, intelligent quotient (IQ)-, sex- and handedness-matched typically developing (TD) children performed a number n-back task with three WM loads (0-back, 1-back, and 2-back). Hemodynamic changes in the bilateral lateral and medial PFC during task performance were monitored using a multichannel NIRS device. Children with ASD demonstrated slower reaction times, specifically during the "low load" condition, than TD children. In addition, the ASD and TD groups exhibited differential load-dependent functional connectivity changes in the lateral and medial PFC of the right but not the left hemisphere. These findings indicate that WM impairment in high-functioning ASD is paralleled by load-dependent alterations in right, but not left, intrahemispheric connectivity during WM processing in children with ASD. A disruption of functional neural connections that support different cognitive processes may underlie poor performance in WM tasks in ASD.
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Affiliation(s)
- Yvonne M Y Han
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong SAR, People's Republic of China.
- University Research Facility in Behavioral and Systems Neuroscience (UBSN), The Hong Kong Polytechnic University, Kowloon, Hong Kong SAR, People's Republic of China.
| | - Ming-Chung Chan
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong SAR, People's Republic of China
| | - Melody M Y Chan
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong SAR, People's Republic of China
| | - Michael K Yeung
- Department of Rehabilitation Sciences, The Hong Kong Polytechnic University, Hung Hom, Kowloon, Hong Kong SAR, People's Republic of China
- University Research Facility in Behavioral and Systems Neuroscience (UBSN), The Hong Kong Polytechnic University, Kowloon, Hong Kong SAR, People's Republic of China
| | - Agnes S Chan
- Department of Psychology, The Chinese University of Hong Kong, Kowloon, Hong Kong SAR, People's Republic of China
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Wagle S, Ghosh A, Karthic P, Ghosh A, Pervaiz T, Kapoor R, Patil K, Gupta N. Development and testing of a game-based digital intervention for working memory training in autism spectrum disorder. Sci Rep 2021; 11:13800. [PMID: 34226615 PMCID: PMC8257736 DOI: 10.1038/s41598-021-93258-w] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2020] [Accepted: 06/23/2021] [Indexed: 02/06/2023] Open
Abstract
Autism spectrum disorder (ASD) is prevalent globally, yet it lacks cost-effective treatment approaches. Deficits in executive functions occur frequently in autism spectrum disorder and present a target for intervention. Here we report the design and development of five smartphone-based games for training working memory in children with ASD. These open-source games, available free of cost to the community, were designed to match the behavioral preferences and sensorimotor abilities of children with ASD. We then conducted a preliminary trial to test the effectiveness of a month-long intervention using these games. Although we did not see a significant change in the working memory of all children with a month-long training, children who performed better on the games also showed more improvement in their working memory, suggesting that a longer intervention with the games might be useful in improving working memory. Using a Hindi translation of the autism treatment evaluation checklist, we also tested the collateral gains of the training in reducing autistic symptoms. We found no significant change in the autistic symptoms after the intervention. Further, there was no correlation between the change in the working memory and the change in the autistic symptoms.
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Affiliation(s)
- Surbhit Wagle
- Department of Biological Sciences and Bioengineering, Indian Institute of Technology Kanpur, Kanpur, Uttar Pradesh, 208016, India
| | - Arka Ghosh
- Department of Biological Sciences and Bioengineering, Indian Institute of Technology Kanpur, Kanpur, Uttar Pradesh, 208016, India
| | - P Karthic
- Department of Biological Sciences and Bioengineering, Indian Institute of Technology Kanpur, Kanpur, Uttar Pradesh, 208016, India
| | - Akriti Ghosh
- Amrita School for Special Children and Rehabilitation Center, Kanpur, Uttar Pradesh, 208005, India
| | - Tarana Pervaiz
- Amrita School for Special Children and Rehabilitation Center, Kanpur, Uttar Pradesh, 208005, India
| | - Rashmi Kapoor
- Amrita School for Special Children and Rehabilitation Center, Kanpur, Uttar Pradesh, 208005, India
- Regency Hospital Limited, Kanpur, Uttar Pradesh, 208005, India
| | - Koumudi Patil
- Design Program and Department of Humanities and Social Sciences, Indian Institute of Technology Kanpur, Kanpur, Uttar Pradesh, 208016, India
| | - Nitin Gupta
- Department of Biological Sciences and Bioengineering, Indian Institute of Technology Kanpur, Kanpur, Uttar Pradesh, 208016, India.
- Cognitive Science Program, Indian Institute of Technology Kanpur, Kanpur, Uttar Pradesh, 208016, India.
- Mehta Family Center for Engineering in Medicine, Indian Institute of Technology Kanpur, Kanpur, Uttar Pradesh, 208016, India.
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Kuijper SJM, Hartman CA, Hendriks P. Children's Pronoun Interpretation Problems Are Related to Theory of Mind and Inhibition, But Not Working Memory. Front Psychol 2021; 12:610401. [PMID: 34149504 PMCID: PMC8212991 DOI: 10.3389/fpsyg.2021.610401] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2020] [Accepted: 05/04/2021] [Indexed: 11/21/2022] Open
Abstract
In several languages, including English and Dutch, children’s acquisition of the interpretation of object pronouns (e.g., him) is delayed compared to that of reflexives (e.g., himself). Various syntactic and pragmatic explanations have been proposed to account for this delay in children’s acquisition of pronoun interpretation. This study aims to provide more insight into this delay by investigating potential cognitive mechanisms underlying this delay. Dutch-speaking children between 6 and 12 years old with autism spectrum disorder (ASD; n = 47), attention-deficit/hyperactivity disorder (ADHD; n = 36) or typical development (TD; n = 38) were tested on their interpretation and production of object pronouns and reflexives and on theory of mind, working memory, and response inhibition. It was found that all three groups of children had difficulty with pronoun interpretation and that their performance on pronoun interpretation was associated with theory of mind and inhibition. These findings support an explanation of object pronoun interpretation in terms of perspective taking, according to which listeners need to consider the speaker’s perspective in order to block coreference between the object pronoun and the subject of the same sentence. Unlike what is predicted by alternative theoretical accounts, performance on pronoun interpretation was not associated with working memory, and the children made virtually no errors in their production of object pronouns. As the difficulties with pronoun interpretation were similar for children with ASD, children with ADHD and typically developing children, this suggests that certain types of perspective taking are unaffected in children with ASD and ADHD.
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Affiliation(s)
- Sanne J M Kuijper
- Inclusive and Special Needs Education Unit, Department of Pedagogical and Educational Sciences, University of Groningen, Groningen, Netherlands
| | - Catharina A Hartman
- Department of Psychiatry, Interdisciplinary Center Psychopathology and Emotion Regulation (ICPE), University of Groningen, University Medical Center Groningen, Groningen, Netherlands
| | - Petra Hendriks
- Center for Language and Cognition Groningen, University of Groningen, Groningen, Netherlands
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Li S, Hu J, Chang R, Li Q, Wan P, Liu S. Eye Movements of Spatial Working Memory Encoding in Children with and without Autism: Chunking Processing and Reference Preference. Autism Res 2020; 14:897-910. [PMID: 32959979 DOI: 10.1002/aur.2398] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/25/2020] [Revised: 07/24/2020] [Accepted: 09/04/2020] [Indexed: 12/31/2022]
Abstract
Individuals with autism spectrum disorder (ASD) experience spatial working memory deficits and show different encoding mechanisms from typical developing (TD) peers. To effectively describe the encoding strategies of those with ASD and highlight their characteristics in cognitive processing, we adopted improved change detection tasks and added eye-movement indicators to investigate the chunking function and reference preference of children with and without ASD. The current study included 20 participants with ASD aged 8-16 and 20 TD children matched for age, gender, and intelligence. Experiment 1 used high/low-structured change detection tasks, and eye-movement indexes were recorded as they memorized the locations of the items to investigate spatial chunking strategies. In Experiment 2, changes in eye movement patterns were observed by adding a frame of reference. The results suggested different encoding strategies in ASD and TD individuals. The ASD group showed local processing bias and had difficulty adopting chunking strategies in spatial working memory. Eye-movement analysis suggested that they rarely showed integrated information processing tendency observed in TD children. Moreover, as a compensatory processing, they were more likely to use the frame of reference. In this study, we compared the spatial chunking strategies and reference preference of children with and without ASD, and eye-movement analysis was used to investigate the processing mechanism. These findings are significant for research on cognitive characteristics of ASD and provide a new focus for working memory training in children with ASD. LAY SUMMARY: The current study suggests that children with autism spectrum disorder are poorer at organizing items into chunks in spatial working memory, but rely more on reference frames. If the purpose of location memory is to strengthen the adaptability of children with autism, it should provide them with more clues or references. If it is for the purpose of intervention such as cognitive training, it should guide them to integrate information to improve the basic cognitive processing efficiency. Autism Res 2021, 14: 897-910. © 2020 International Society for Autism Research and Wiley Periodicals LLC.
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Affiliation(s)
- Songze Li
- Department of Psychology, Liaoning Normal University, Dalian, Liaoning, China
| | - Jinsheng Hu
- Department of Psychology, Liaoning Normal University, Dalian, Liaoning, China
| | - Ruosong Chang
- Department of Psychology, Liaoning Normal University, Dalian, Liaoning, China
| | - Qi Li
- Department of Psychology, Liaoning Normal University, Dalian, Liaoning, China
| | - Peng Wan
- Department of Psychology, Liaoning Normal University, Dalian, Liaoning, China
| | - Shuqing Liu
- College of Basic Medical Sciences, Dalian Medical University, Dalian, Liaoning, China
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Petrolini V, Jorba M, Vicente A. The Role of Inner Speech in Executive Functioning Tasks: Schizophrenia With Auditory Verbal Hallucinations and Autistic Spectrum Conditions as Case Studies. Front Psychol 2020; 11:572035. [PMID: 33041942 PMCID: PMC7527436 DOI: 10.3389/fpsyg.2020.572035] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2020] [Accepted: 08/26/2020] [Indexed: 12/15/2022] Open
Abstract
Several theories propose that one of the core functions of inner speech (IS) is to support subjects in the completion of cognitively effortful tasks, especially those involving executive functions (EF). In this paper we focus on two populations who notoriously encounter difficulties in performing EF tasks, namely, people diagnosed with schizophrenia who experience auditory verbal hallucinations (Sz-AVH) and people with autism spectrum conditions (ASC). We focus on these two populations because they represent two different ways in which IS can fail to help in EF tasks, which can be illustrative for other mental conditions. First, we review the main components of EF (see section "Executive Functions"). Then we explain the functions that IS is taken to perform in the domain of EF (see section "Inner Speech and Executive Functions") and review the evidence concerning problems about EF in the two populations of our study: Sz-AVH (see section "Executive Functions and Inner Speech in Sz-AVH") and ASC (see section "Executive Function and Inner Speech in ASC"). After this we further detail our account about what a properly functioning IS can do for both populations and how different IS profiles may impact EF performance: in the case of Sz-AVH, the uncontrolled and intrusive character of IS negatively affects EF performance, whereas in ASC, EF is not sufficiently supported by IS, given the tendency in this population to present a diminished use of IS (see section "IS in ASC and Sz-AVH: How It Relates to EF"). We finally briefly discuss Attention Deficit/Hyperactivity Disorder (ADHD) and Developmental Language Disorders (DLD) (see section "Further Considerations").
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Affiliation(s)
- Valentina Petrolini
- Centro de Investigación Micaela Portilla, Department of Linguistics and Basque Studies, University of the Basque Country (UPV/EHU), Vitoria-Gasteiz, Spain
| | - Marta Jorba
- Centro de Investigación Micaela Portilla, Department of Linguistics and Basque Studies, University of the Basque Country (UPV/EHU), Vitoria-Gasteiz, Spain
| | - Agustín Vicente
- Centro de Investigación Micaela Portilla, Department of Linguistics and Basque Studies, University of the Basque Country (UPV/EHU), Vitoria-Gasteiz, Spain.,Ikerbasque, Basque Foundation for Science, Bilbao, Spain
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Trimarco B, Manti F, Nardecchia F, Melogno S, Testa M, Meledandri G, Carducci C, Penge R, Leuzzi V. Executive functioning, adaptive skills, emotional and behavioral profile: A comparison between autism spectrum disorder and phenylketonuria. Mol Genet Metab Rep 2020; 23:100577. [PMID: 32181141 PMCID: PMC7066217 DOI: 10.1016/j.ymgmr.2020.100577] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2020] [Accepted: 02/22/2020] [Indexed: 01/24/2023] Open
Abstract
INTRODUCTION Influential theories maintain that some of Autism Spectrum Disorder (ASD) core symptoms may arise from deficits in executive functions (EF). EF deficits are also considered a neuropsychological marker of early treated individuals with phenylketonuria (PKU). Aims of this study were: to verify the occurrence and patterns of specific EF impairments in both clinical groups; to explore the coexistence of EF alterations with adaptive, behavioral and emotional problems in each clinical condition. MATERIAL AND METHODS We assessed EF, adaptive, behavioral and emotional profile in 21 participants with ASD, 15 early treated PKU individuals, comparable for age and IQ, and 14 controls, comparable for age to the clinical groups (age range: 7-14 years). RESULTS ASD and PKU participants presented two different, but partially overlapping patterns of EF impairment. While ASD participants showed a specific deficit in cognitive flexibility only, PKU individuals showed a more extensive impairment in EF with a weaker performance in two core EF domains (inhibition, cognitive flexibility) as compared to healthy controls. Psychological and adaptive profile was typical in PKU participants, while ASD participants experienced behavioral (externalizing symptoms), emotional (internalizing symptoms) and adaptive disorders (general, practical, social domains). CONCLUSIONS Present results support the view of a relative disengagement of adaptive and emotional-behavioral profile with respect to EF skills and suggest that other dysfunctions contribute to the multidimensional phenotype of ASD participants.
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Affiliation(s)
- Barbara Trimarco
- Department of Human Neuroscience, “Sapienza” University of Rome, Via dei Sabelli 108, 00185 Rome, Italy
| | - Filippo Manti
- Department of Human Neuroscience, “Sapienza” University of Rome, Via dei Sabelli 108, 00185 Rome, Italy
| | - Francesca Nardecchia
- Department of Human Neuroscience, “Sapienza” University of Rome, Via dei Sabelli 108, 00185 Rome, Italy
| | - Sergio Melogno
- Department of Human Neuroscience, “Sapienza” University of Rome, Via dei Sabelli 108, 00185 Rome, Italy
| | - Mara Testa
- Department of Human Neuroscience, “Sapienza” University of Rome, Via dei Sabelli 108, 00185 Rome, Italy
| | - Giovanni Meledandri
- Department of Human Science, “Università degli Studi Guglielmo Marconi”, Via Plinio 44, 00193 Rome, Italy
| | - Claudia Carducci
- Department of Experimental Medicine, Sapienza University of Rome, Viale del policlinico 155, 00161 Rome, Italy
| | - Roberta Penge
- Department of Human Neuroscience, “Sapienza” University of Rome, Via dei Sabelli 108, 00185 Rome, Italy
| | - Vincenzo Leuzzi
- Department of Human Neuroscience, “Sapienza” University of Rome, Via dei Sabelli 108, 00185 Rome, Italy
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Habib A, Harris L, Pollick F, Melville C. A meta-analysis of working memory in individuals with autism spectrum disorders. PLoS One 2019; 14:e0216198. [PMID: 31039192 PMCID: PMC6490940 DOI: 10.1371/journal.pone.0216198] [Citation(s) in RCA: 72] [Impact Index Per Article: 14.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2018] [Accepted: 04/16/2019] [Indexed: 01/28/2023] Open
Abstract
BACKGROUND Autism spectrum disorders (ASD) are lifelong neurodevelopmental disorders. It is not clear whether working memory (WM) deficits are commonly experienced by individuals with ASD. AIM To determine whether individuals with ASD experience significant impairments in WM and whether there are specific domains of working memory that are impaired. METHODS We conducted a meta-analysis using four electronic databases EMBASE (OVID), MEDLINE (OVID), PsychINFO (EBSCOHOST), and Web of Science, to examine the literature to investigate whether people with ASD experience impairments related to WM. Meta-analyses were conducted separately for phonological and visuospatial domains of WM. Subgroup analyses investigated age and intelligence quotient as potential moderators. RESULTS A total of 29 papers containing 34 studies measuring phonological and visuospatial domains of WM met the inclusion criteria. WM scores were significantly lower for individuals with ASD compared to typically developed (TD) controls, in both the visuospatial domain when investigating accuracy (d: -0.73, 95% CI -1.04 to -0.42, p < 0.05) and error rates (d: 0.56, 95% CI 0.25 to 0.88, p<0.05), and the phonological domain when investigating accuracy (d:-0.67, 95% CI -1.10 to -0.24, p>0.05) and error rate (d: 1.45, 95% CI -0.07 to 2.96, p = 0.06). Age and IQ did not explain the differences in WM in ASD. CONCLUSIONS The findings of this meta-analysis indicate that across the lifespan, individuals with ASD demonstrate large impairments in WM across both phonological and visuospatial WM domains when compared to healthy individuals.
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Affiliation(s)
- Abdullah Habib
- College of Medical Veterinary and Life Sciences, Institute of Mental Health & Wellbeing, University of Glasgow, Glasgow, United Kingdom
| | - Leanne Harris
- College of Medical Veterinary and Life Sciences, Institute of Mental Health & Wellbeing, University of Glasgow, Glasgow, United Kingdom
| | - Frank Pollick
- College of Science and Engineering, School of Psychology, University of Glasgow, Glasgow, United Kingdom
| | - Craig Melville
- College of Medical Veterinary and Life Sciences, Institute of Mental Health & Wellbeing, University of Glasgow, Glasgow, United Kingdom
- * E-mail:
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11
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Hamilton CJ, Mammarella IC, Giofrè D. Autistic-like traits in children are associated with enhanced performance in a qualitative visual working memory task. Autism Res 2018; 11:1494-1499. [DOI: 10.1002/aur.2028] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2018] [Revised: 07/20/2018] [Accepted: 08/28/2018] [Indexed: 11/12/2022]
Affiliation(s)
- Colin J. Hamilton
- Department of Psychology; Northumbria University; Newcastle upon Tyne UK
| | - Irene C. Mammarella
- Department of Developmental and Social Psychology; University of Padova; Padova Italy
| | - David Giofrè
- Department of Natural Sciences and Psychology; Liverpool John Moores University; Liverpool UK
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12
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Davidson MM, Kaushanskaya M, Ellis Weismer S. Reading Comprehension in Children With and Without ASD: The Role of Word Reading, Oral Language, and Working Memory. J Autism Dev Disord 2018; 48:3524-3541. [PMID: 29802485 PMCID: PMC6143428 DOI: 10.1007/s10803-018-3617-7] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Word reading and oral language predict reading comprehension, which is generally poor, in individuals with autism spectrum disorder (ASD). However, working memory (WM), despite documented weaknesses, has not been thoroughly investigated as a predictor of reading comprehension in ASD. This study examined the role of three parallel WM N-back tasks using abstract shapes, familiar objects, and written words in children (8-14 years) with ASD (n = 19) and their typically developing peers (n = 24). All three types of WM were significant predictors of reading comprehension when considered alone. However, these relationships were rendered non-significant with the addition of age, word reading, vocabulary, and group entered into the models. Oral vocabulary emerged as the strongest predictor of reading comprehension.
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Affiliation(s)
- Meghan M Davidson
- Communication Sciences and Disorders and the Waisman Center, University of Wisconsin-Madison, Madison, WI, USA.
- School of Behavioral and Brain Sciences and the Callier Center for Communication Disorders, The University of Texas at Dallas, 1966 Inwood Road, Dallas, TX, 75235, USA.
| | - Margarita Kaushanskaya
- Communication Sciences and Disorders and the Waisman Center, University of Wisconsin-Madison, Madison, WI, USA
| | - Susan Ellis Weismer
- Communication Sciences and Disorders and the Waisman Center, University of Wisconsin-Madison, Madison, WI, USA
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13
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Wang Z, Jing J, Igarashi K, Fan L, Yang S, Li Y, Jin Y. Executive function predicts the visuospatial working memory in autism spectrum disorder and attention-deficit/hyperactivity disorder. Autism Res 2018; 11:1148-1156. [PMID: 30095242 DOI: 10.1002/aur.1967] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2017] [Revised: 04/18/2018] [Accepted: 04/20/2018] [Indexed: 01/01/2023]
Abstract
Children with autism spectrum disorder (ASD) and those with attention deficit/hyperactivity disorder (ADHD) always show working memory deficits. However, research findings on the factors that affected the working memory in ASD and ADHD were inconsistent. Thus, we developed the present study to investigate the association of executive function (EF) with the visuospatial working memory (VSWM) in ASD and ADHD. Three groups of participants were examined: 21 children with ASD, 28 children with ADHD and 28 typically developing (TD) children as the controls. All participants completed two tests: the Wisconsin Card Sorting Test (WCST) and the Corsi Block Tapping Test for measuring EF and VSWM, respectively. The WCST included four domains: categories achieved (CA), perseverative errors (PE), failures to maintain set (FMS), and total errors (TE). The findings indicated that (1) the ASD group showed poorer performance in VSWM than the ADHD and TD groups; (2) for the ASD group, VSWM was positively correlated with CA, and was negatively correlated with PE and TE; (3) for the ADHD group, FMS showed a negative relationship with VSWM; and (4) TE predicted the performance of VSWM in ASD group, while FMS predicted VSWM in ADHD group. The study results suggested that VSWM was impaired in ASD but not in ADHD. Also, the EF domains were differently correlated with the VSWM performance in ASD and ADHD. Our study suggests that we should consider different intervention targets of working memory and EF contributions in improving the cognitive capacity of ASD and ADHD. Autism Res 2018, 11: 1148-1156. © 2018 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: The present study compared the visuospatial working memory (VSWM) in three groups of children: autism (ASD), attention deficit/hyperactivity disorder (ADHD), and typically developed children (TD). The ASD group showed poorer VSWM than the ADHD and TD groups. The total error of executive function predicted the performance of VSWM in ASD, while failures to maintain set predicted VSWM in ADHD . These findings suggested that we should consider the different working memory and executive function training targets to increase cognitive capacity of ASD and ADHD.
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Affiliation(s)
- Zengjian Wang
- Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, 510080, China
| | - Jin Jing
- Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, 510080, China
| | - Kazue Igarashi
- Clinical Center for Developmental Disorders, Shirayuri College, Tokyo, Japan
| | - Lijun Fan
- Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, 510080, China
| | - Siyuan Yang
- Guangzhou Children's Hospital, Guangzhou, 510120 , China
| | - YongMei Li
- Child Developmental and Behavioral Center, the Third Affiliated Hospital of Sun Yat-sen University, Guangzhou, 510630, China
| | - Yu Jin
- Department of Maternal and Child Health, School of Public Health, Sun Yat-sen University, Guangzhou, 510080, China
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Blasiman RN, Was CA. Why Is Working Memory Performance Unstable? A Review of 21 Factors. EUROPES JOURNAL OF PSYCHOLOGY 2018; 14:188-231. [PMID: 29899806 PMCID: PMC5973525 DOI: 10.5964/ejop.v14i1.1472] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2017] [Accepted: 08/25/2017] [Indexed: 01/05/2023]
Abstract
In this paper, we systematically reviewed twenty-one factors that have been shown to either vary with or influence performance on working memory (WM) tasks. Specifically, we review previous work on the influence of intelligence, gender, age, personality, mental illnesses/medical conditions, dieting, craving, stress/anxiety, emotion/motivation, stereotype threat, temperature, mindfulness training, practice, bilingualism, musical training, altitude/hypoxia, sleep, exercise, diet, psychoactive substances, and brain stimulation on WM performance. In addition to a review of the literature, we suggest several frameworks for classifying these factors, identify shared mechanisms between several variables, and suggest areas requiring further investigation. This review critically examines the breadth of research investigating WM while synthesizing the results across related subfields in psychology.
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15
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The evolution of cognitive mechanisms in response to cultural innovations. Proc Natl Acad Sci U S A 2017; 114:7915-7922. [PMID: 28739938 DOI: 10.1073/pnas.1620742114] [Citation(s) in RCA: 33] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/15/2022] Open
Abstract
When humans and other animals make cultural innovations, they also change their environment, thereby imposing new selective pressures that can modify their biological traits. For example, there is evidence that dairy farming by humans favored alleles for adult lactose tolerance. Similarly, the invention of cooking possibly affected the evolution of jaw and tooth morphology. However, when it comes to cognitive traits and learning mechanisms, it is much more difficult to determine whether and how their evolution was affected by culture or by their use in cultural transmission. Here we argue that, excluding very recent cultural innovations, the assumption that culture shaped the evolution of cognition is both more parsimonious and more productive than assuming the opposite. In considering how culture shapes cognition, we suggest that a process-level model of cognitive evolution is necessary and offer such a model. The model employs relatively simple coevolving mechanisms of learning and data acquisition that jointly construct a complex network of a type previously shown to be capable of supporting a range of cognitive abilities. The evolution of cognition, and thus the effect of culture on cognitive evolution, is captured through small modifications of these coevolving learning and data-acquisition mechanisms, whose coordinated action is critical for building an effective network. We use the model to show how these mechanisms are likely to evolve in response to cultural phenomena, such as language and tool-making, which are associated with major changes in data patterns and with new computational and statistical challenges.
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Fanning PAJ, Hocking DR, Dissanayake C, Vivanti G. Delineation of a spatial working memory profile using a non-verbal eye-tracking paradigm in young children with autism and Williams syndrome. Child Neuropsychol 2017; 24:469-489. [PMID: 28277153 DOI: 10.1080/09297049.2017.1284776] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Working memory deficits profoundly inhibit children's ability to learn. While deficits have been identified in disorders such as autism spectrum disorder (ASD) and Williams syndrome (WS), findings are equivocal, and very little is known about the nature of these deficits early in development. A major barrier to advances in this area is the availability of tasks suitable for young children with neurodevelopmental disorders who experience difficulties with following verbal instructions or who are distressed by formal testing demands. To address these issues, a novel eye-tracking paradigm was designed based on an adaptation of the classic A not B paradigm in order to examine the early foundations of spatial working memory capabilities in 26 developmentally delayed preschool children with ASD, 18 age- and IQ-matched children with WS, and 19 age-matched typically-developing (TD) children. The results revealed evidence that foundational spatial working memory performance in ASD and WS was comparable with that of TD children. Performance was associated with intellectual ability in the ASD and TD groups, but not in the WS group. Performance was not associated with adaptive behavior in any group. These findings are discussed in the context of previous research that has been largely limited to older and substantially less developmentally delayed children with these neurodevelopmental disorders.
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Affiliation(s)
- Peter A J Fanning
- a Developmental Neuromotor & Cognition Lab, School of Psychology and Public Health , La Trobe University , Bundoora , Australia.,b Olga Tennison Autism Research Centre, School of Psychology and Public Health , La Trobe University , Bundoora , Australia
| | - Darren R Hocking
- a Developmental Neuromotor & Cognition Lab, School of Psychology and Public Health , La Trobe University , Bundoora , Australia
| | - Cheryl Dissanayake
- b Olga Tennison Autism Research Centre, School of Psychology and Public Health , La Trobe University , Bundoora , Australia
| | - Giacomo Vivanti
- b Olga Tennison Autism Research Centre, School of Psychology and Public Health , La Trobe University , Bundoora , Australia.,c A.J. Drexel Autism Institute , Drexel University , Philadelphia , PA , USA
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17
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A Meta-Analysis of Working Memory Impairments in Autism Spectrum Disorders. Neuropsychol Rev 2017; 27:46-61. [DOI: 10.1007/s11065-016-9336-y] [Citation(s) in RCA: 98] [Impact Index Per Article: 14.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2015] [Accepted: 11/09/2016] [Indexed: 12/31/2022]
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18
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Lai CLE, Lau Z, Lui SSY, Lok E, Tam V, Chan Q, Cheng KM, Lam SM, Cheung EFC. Meta-analysis of neuropsychological measures of executive functioning in children and adolescents with high-functioning autism spectrum disorder. Autism Res 2016; 10:911-939. [DOI: 10.1002/aur.1723] [Citation(s) in RCA: 106] [Impact Index Per Article: 13.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2016] [Accepted: 10/15/2016] [Indexed: 11/08/2022]
Affiliation(s)
| | - Zoe Lau
- Castle Peak Hospital; Tuen Mun Hong Kong
| | | | | | - Venus Tam
- Castle Peak Hospital; Tuen Mun Hong Kong
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Abstract
As a highly consequential biological trait, a memory "bottleneck" cannot escape selection pressures. It must therefore co-evolve with other cognitive mechanisms rather than act as an independent constraint. Recent theory and an implemented model of language acquisition suggest that a limit on working memory may evolve to help learning. Furthermore, it need not hamper the use of language for communication.
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20
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Phonological and Visuospatial Working Memory in Autism Spectrum Disorders. J Autism Dev Disord 2016; 46:2956-67. [DOI: 10.1007/s10803-016-2835-0] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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21
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Chen SF, Chien YL, Wu CT, Shang CY, Wu YY, Gau SS. Deficits in executive functions among youths with autism spectrum disorders: an age-stratified analysis. Psychol Med 2016; 46:1625-1638. [PMID: 26997535 PMCID: PMC4873936 DOI: 10.1017/s0033291715002238] [Citation(s) in RCA: 63] [Impact Index Per Article: 7.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/11/2015] [Revised: 09/24/2015] [Accepted: 09/25/2015] [Indexed: 12/27/2022]
Abstract
BACKGROUND Impaired executive function (EF) is suggested to be one of the core features in individuals with autism spectrum disorders (ASD); however, little is known about whether the extent of worse EF in ASD than typically developing (TD) controls is age-dependent. We used age-stratified analysis to reveal this issue. METHOD We assessed 111 youths with ASD (aged 12.5 ± 2.8 years, male 94.6%) and 114 age-, and sex-matched TD controls with Digit Span and four EF tasks of the Cambridge Neuropsychological Test Automated Battery (CANTAB): Spatial Span (SSP), Spatial Working Memory (SWM), Stockings of Cambridge (SOC), and Intradimensional/Extradimensional Shift Test (I/ED). RESULTS Compared to TD controls, youths with ASD performed poorer on the Digit Span, SWM, SOC, and I/ED tasks. The performance of all the tasks improved with age for both groups. Age-stratified analyses were conducted due to significant age × group interactions in visuospatial planning (SOC) and set-shifting (I/ED) and showed that poorer performance on these two tasks in ASD than TD controls was found only in the child (aged 8-12 years) rather than the adolescent (aged 13-18 years) group. By contrast, youths with ASD had impaired working memory, regardless of age. The increased magnitude of group difference in visuospatial planning (SOC) with increased task demands differed between the two age groups but no age moderating effect on spatial working memory. CONCLUSIONS Our findings support deficits in visuospatial working memory and planning in youths with ASD; however, worse performance in set-shifting may only be demonstrated in children with ASD.
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Affiliation(s)
- S.-F. Chen
- Department of Psychiatry,
National Taiwan University Hospital & College of
Medicine, Taipei, Taiwan
- Department of Psychiatry,
Taipei Tzu Chi General Hospital, Buddhist Tzu Chi
Medical Foundation, Taipei, Taiwan
- School of Occupational Therapy,
College of Medicine, National Taiwan
University, Taipei, Taiwan
| | - Y.-L. Chien
- Department of Psychiatry,
National Taiwan University Hospital & College of
Medicine, Taipei, Taiwan
- Graduate Institute of Clinical Medicine,
College of Medicine, National Taiwan
University, Taipei, Taiwan
| | - C.-T. Wu
- Department of Psychiatry,
National Taiwan University Hospital & College of
Medicine, Taipei, Taiwan
- School of Occupational Therapy,
College of Medicine, National Taiwan
University, Taipei, Taiwan
| | - C.-Y. Shang
- Department of Psychiatry,
National Taiwan University Hospital & College of
Medicine, Taipei, Taiwan
| | - Y.-Y. Wu
- Department of Psychiatry,
Chang Gung Memorial Hospital-Linkou,
Taoyuan, Taiwan
| | - S. S. Gau
- Department of Psychiatry,
National Taiwan University Hospital & College of
Medicine, Taipei, Taiwan
- School of Occupational Therapy,
College of Medicine, National Taiwan
University, Taipei, Taiwan
- Graduate Institute of Clinical Medicine,
College of Medicine, National Taiwan
University, Taipei, Taiwan
- Department of Psychology,
Graduate Institute of Brain and Mind Sciences, Graduate
Institute of Epidemiology and Preventive Medicine, National
Taiwan University, Taipei, Taiwan
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22
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Merchán-Naranjo J, Boada L, del Rey-Mejías Á, Mayoral M, Llorente C, Arango C, Parellada M. Executive function is affected in autism spectrum disorder, but does not correlate with intelligence. ACTA ACUST UNITED AC 2016. [DOI: 10.1016/j.rpsmen.2016.01.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
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23
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Executive function is affected in autism spectrum disorder, but does not correlate with intelligence. REVISTA DE PSIQUIATRIA Y SALUD MENTAL 2015; 9:39-50. [PMID: 26724269 DOI: 10.1016/j.rpsm.2015.10.005] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/04/2015] [Revised: 10/14/2015] [Accepted: 10/18/2015] [Indexed: 12/21/2022]
Abstract
INTRODUCTION Studies of executive function in autism spectrum disorder without intellectual disability (ASD-WID) patients are contradictory. We assessed a wide range of executive functioning cognitive domains in a sample of children and adolescents with ASD-WID and compared them with age-, sex-, and intelligence quotient (IQ)-matched healthy controls. METHODS Twenty-four ASD-WID patients (mean age 12.8±2.5 years; 23 males; mean IQ 99.20±18.81) and 32 healthy controls (mean age 12.9±2.7 years; 30 males; mean IQ 106.81±11.02) were recruited. RESULTS Statistically significant differences were found in all cognitive domains assessed, with better performance by the healthy control group: attention (U=185.0; P=.0005; D=0.90), working memory (T51.48=2.597; P=.006; D=0.72), mental flexibility (U=236.0; P=.007; D=0.67), inhibitory control (U=210.0; P=.002; D=0.71), and problem solving (U=261.0; P=0.021; D=0.62). These statistically significant differences were also found after controlling for IQ. CONCLUSION Children and adolescents with ASD-WID have difficulties transforming and mentally manipulating verbal information, longer response latency, attention problems (difficulty set shifting), trouble with automatic response inhibition and problem solving, despite having normal IQ. Considering the low executive functioning profile found in those patients, we recommend a comprehensive intervention including work on non-social problems related to executive cognitive difficulties.
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Zhang L, Tang J, Dong Y, Ji Y, Tao R, Liang Z, Chen J, Wu Y, Wang K. Similarities and Differences in Decision-Making Impairments between Autism Spectrum Disorder and Schizophrenia. Front Behav Neurosci 2015; 9:259. [PMID: 26441583 PMCID: PMC4585296 DOI: 10.3389/fnbeh.2015.00259] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2015] [Accepted: 09/09/2015] [Indexed: 11/28/2022] Open
Abstract
Although individuals with autism spectrum disorders (ASD) and schizophrenia (SCH) share overlapping characteristics and may perform similarly on many cognitive tasks, cognitive dysfunctions common to both disorders do not necessarily share the same underlying mechanisms. Decision-making is currently a major research interest for both ASD and SCH. The aim of the present study was to make direct comparisons of decision-making and disorder-specific underlying neuropsychological mechanisms between the two disorders. Thirty-seven participants with ASD, 46 patients with SCH, and 80 healthy controls (HC) were assessed with the Iowa Gambling Task (IGT), which measures decision-making under ambiguity, and the Game of Dice Task (GDT), which measures decision-making under risk. The results revealed that both the ASD and SCH groups had deficits for both the IGT and the GDT compared with the HC. More importantly, in the IGT, participants with ASD displayed a preference for deck A, indicating that they had more sensitivity to the magnitude of loss than to the frequency of loss, whereas patients with SCH displayed a preference for deck B, indicating that they showed more sensitivity to the frequency of loss than to the magnitude of loss. In the GDT, the impaired performance might be due to the deficits in executive functions in patients with SCH, whereas the impaired performance might be due to the deficits in feedback processing in participants with ASD. These findings demonstrate that there are similar impairments in decision-making tasks between ASD and SCH; however, these two disorders may have different impairment mechanisms.
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Affiliation(s)
- Long Zhang
- Department of Neurology, The First Affiliated Hospital of Anhui Medical University , Hefei , China ; Laboratory of Neuropsychology, Anhui Medical University , Hefei , China
| | - Jiulai Tang
- Department of Children Rehabilitation, The First Affiliated Hospital of Anhui Medical University , Hefei , China
| | - Yi Dong
- Mental Health Center of Anhui Province , Hefei , China
| | - Yifu Ji
- Mental Health Center of Anhui Province , Hefei , China
| | - Rui Tao
- Mental Health Center of Anhui Province , Hefei , China
| | - Zhitu Liang
- Hefei Chunya Mutual Association , Hefei , China
| | - Jingsong Chen
- Department of Rehabilitation, Hefei Jingu Hospital , Hefei , China
| | - Yun Wu
- Department of Psychology, Peking University , Beijing , China
| | - Kai Wang
- Department of Neurology, The First Affiliated Hospital of Anhui Medical University , Hefei , China ; Laboratory of Neuropsychology, Anhui Medical University , Hefei , China
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25
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Chantiluke K, Barrett N, Giampietro V, Brammer M, Simmons A, Rubia K. Disorder-dissociated effects of fluoxetine on brain function of working memory in attention deficit hyperactivity disorder and autism spectrum disorder. Psychol Med 2015; 45:1195-1205. [PMID: 25292351 DOI: 10.1017/s0033291714002232] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Abstract
BACKGROUND Attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) are often co-morbid and share performance and brain dysfunctions during working memory (WM). Serotonin agonists modulate WM and there is evidence of positive behavioural effects in both disorders. We therefore used functional magnetic resonance imaging (fMRI) to investigate shared and disorder-specific brain dysfunctions of WM in these disorders, and the effects of a single dose of the selective serotonin reuptake inhibitor (SSRI) fluoxetine. METHOD Age-matched boys with ADHD (n = 17), ASD (n = 17) and controls (n = 22) were compared using fMRI during an N-back WM task. Patients were scanned twice, under either an acute dose of fluoxetine or placebo in a double-blind, placebo-controlled randomized design. Repeated-measures analyses within patients assessed drug effects on performance and brain function. To test for normalization effects of brain dysfunctions, patients under each drug condition were compared to controls. RESULTS Under placebo, relative to controls, both ADHD and ASD boys shared underactivation in the right dorsolateral prefrontal cortex (DLPFC). Fluoxetine significantly normalized the DLPFC underactivation in ASD relative to controls whereas it increased posterior cingulate cortex (PCC) deactivation in ADHD relative to control boys. Within-patient analyses showed inverse effects of fluoxetine on PCC deactivation, which it enhanced in ADHD and decreased in ASD. CONCLUSIONS The findings show that fluoxetine modulates brain activation during WM in a disorder-specific manner by normalizing task-positive DLPFC dysfunction in ASD boys and enhancing task-negative default mode network (DMN) deactivation in ADHD.
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Affiliation(s)
- K Chantiluke
- Department of Child and Adolescent Psychiatry,Institute of Psychiatry, King's College London,UK
| | - N Barrett
- South London and Maudsley NHS Trust,London,UK
| | - V Giampietro
- Department of Neuroimaging,Institute of Psychiatry, King's College London,UK
| | - M Brammer
- Department of Neuroimaging,Institute of Psychiatry, King's College London,UK
| | - A Simmons
- Department of Neuroimaging,Institute of Psychiatry, King's College London,UK
| | - K Rubia
- Department of Child and Adolescent Psychiatry,Institute of Psychiatry, King's College London,UK
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Maras KL, Mulcahy S, Memon A, Picariello F, Bowler DM. Evaluating the Effectiveness of the Self-Administered Interview©for Witnesses with Autism Spectrum Disorder. APPLIED COGNITIVE PSYCHOLOGY 2014. [DOI: 10.1002/acp.3055] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/04/2023]
Affiliation(s)
| | | | - Amina Memon
- Royal Holloway; University of London; Egham UK
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27
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de Vries M, Geurts HM. Beyond individual differences: are working memory and inhibition informative specifiers within ASD? J Neural Transm (Vienna) 2014; 121:1183-98. [DOI: 10.1007/s00702-014-1225-z] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2013] [Accepted: 04/15/2014] [Indexed: 01/26/2023]
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28
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Schuh JM, Eigsti IM. Working memory, language skills, and autism symptomatology. Behav Sci (Basel) 2012; 2:207-218. [PMID: 25379222 PMCID: PMC4217632 DOI: 10.3390/bs2040207] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2012] [Revised: 09/23/2012] [Accepted: 10/12/2012] [Indexed: 11/16/2022] Open
Abstract
While many studies have reported working memory (WM) impairments in autism spectrum disorders, others do not. Sample characteristics, WM domain, and task complexity likely contribute to these discrepancies. Although deficits in visuospatial WM have been more consistently documented, there is much controversy regarding verbal WM in autism. The goal of the current study was to explore visuospatial and verbal WM in a well-controlled sample of children with high-functioning autism (HFA) and typical development. Individuals ages 9–17 with HFA (n = 18) and typical development (n = 18), were carefully matched on gender, age, IQ, and language, and were administered a series of standardized visuospatial and verbal WM tasks. The HFA group displayed significant impairment across WM domains. No differences in performance were noted across WM tasks for either the HFA or typically developing groups. Over and above nonverbal cognition, WM abilities accounted for significant variance in language skills and symptom severity. The current study suggests broad WM limitations in HFA. We further suggest that deficits in verbal WM are observed in more complex tasks, as well as in simpler tasks, such as phonological WM. Increased task complexity and linguistic demands may influence WM abilities.
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Affiliation(s)
- Jillian M. Schuh
- Division of Neuropsychology, Department of Neurology-FWC, Medical College of Wisconsin, 9200 West Wisconsin Ave, Milwaukee, WI 53226, USA
- Author to whom correspondence should be addressed; E-Mail: ; Tel.: +1-414-805-5668; Fax: +1-414-259-9012
| | - Inge-Marie Eigsti
- Department of Psychology, University of Connecticut, 406 Babbidge Road, U-1020, Storrs, CT 06269, USA; E-Mail:
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29
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Visual Scanning Patterns during the Dimensional Change Card Sorting Task in Children with Autism Spectrum Disorder. AUTISM RESEARCH AND TREATMENT 2012; 2012:123053. [PMID: 23050145 PMCID: PMC3459256 DOI: 10.1155/2012/123053] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/11/2012] [Revised: 05/13/2012] [Accepted: 08/24/2012] [Indexed: 11/17/2022]
Abstract
Impaired cognitive flexibility in children with autism spectrum disorder (ASD) has been reported in previous literature. The present study explored ASD children's visual scanning patterns during the Dimensional Change Card Sorting (DCCS) task using eye-tracking technique. ASD and typical developing (TD) children completed the standardized DCCS procedure on the computer while their eye movements were tracked. Behavioral results confirmed previous findings on ASD children's deficits in executive function. ASD children's visual scanning patterns also showed some specific underlying processes in the DCCS task compared to TD children. For example, ASD children looked shorter at the correct card in the postswitch phase and spent longer time at blank areas than TD children did. ASD children did not show a bias to the color dimension as TD children did. The correlations between the behavioral performance and eye moments were also discussed.
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30
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Baker S, Hooper S, Skinner M, Hatton D, Schaaf J, Ornstein P, Bailey D. Working memory subsystems and task complexity in young boys with Fragile X syndrome. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH : JIDR 2011; 55:19-29. [PMID: 21121991 PMCID: PMC4437210 DOI: 10.1111/j.1365-2788.2010.01343.x] [Citation(s) in RCA: 33] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/21/2023]
Abstract
BACKGROUND Working memory problems have been targeted as core deficits in individuals with Fragile X syndrome (FXS); however, there have been few studies that have examined working memory in young boys with FXS, and even fewer studies that have studied the working memory performance of young boys with FXS across different degrees of complexity. The purpose of this study was to investigate the phonological loop and visual-spatial working memory in young boys with FXS, in comparison to mental age-matched typical boys, and to examine the impact of complexity of the working memory tasks on performance. METHODS The performance of young boys (7 to 13-years-old) with FXS (n = 40) was compared with that of mental age and race matched typically developing boys (n = 40) on measures designed to test the phonological loop and the visuospatial sketchpad across low, moderate and high degrees of complexity. Multivariate analyses were used to examine group differences across the specific working memory systems and degrees of complexity. RESULTS Results suggested that boys with FXS showed deficits in phonological loop and visual-spatial working memory tasks when compared with typically developing mental age-matched boys. For the boys with FXS, the phonological loop was significantly lower than the visual-spatial sketchpad; however, there was no significant difference in performance across the low, moderate and high degrees of complexity in the working memory tasks. Reverse tasks from both the phonological loop and visual-spatial sketchpad appeared to be the most challenging for both groups, but particularly for the boys with FXS. CONCLUSIONS These findings implicate a generalised deficit in working memory in young boys with FXS, with a specific disproportionate impairment in the phonological loop. Given the lack of differentiation on the low versus high complexity tasks, simple span tasks may provide an adequate estimate of working memory until greater involvement of the central executive is achieved.
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Affiliation(s)
- S Baker
- Department of Neuropsychology, WakeMed Health and Hospital, Raleigh, North Carolina, USA
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