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1.
Neuropsychological Correlates of Early Symptoms of Autism 总被引：8，自引：0，他引：8
Geraldine Dawson rew N. Meltzoff Julie Osterling Julie Rinaldi 《Child development》1998,69(5):1276-1285
Both the medial temporal lobe and dorsolateral prefrontal cortex have been implicated in autism. In the present study, performance on two neuropsychological tasks—one tapping the medial temporal lobe and related limbic structures, and another tapping the dorsolateral prefrontal cortex—was examined in relation to performance on tasks assessing autistic symptoms in young children with autism, and developmentally matched groups of children with Down syndrome or typical development. Autistic symptoms included orienting to social stimuli, immediate and deferred motor imitation, shared attention, responses to emotional stimuli, and symbolic play. Compared with children with Down syndrome and typically developing children, children with autism performed significantly worse on both the medial temporal lobe and dorsolateral prefrontal tasks, and on tasks assessing symptoms domains. For children with autism, the severity of autistic symptoms was strongly and consistently correlated with performance on the medial temporal lobe task, but not the dorsolateral prefrontal task. The hypothesis that autism is related to dysfunction of the medial temporal lobe and related limbic structures, such as the orbital prefrontal cortex, is discussed. 相似文献
2.
Executive Functions in Young Children with Autism 总被引：17，自引：0，他引：17
Elizabeth M. Griffith Bruce F. Pennington Elizabeth A. Wehner & Sally J. Rogers 《Child development》1999,70(4):817-832
The executive dysfunction hypothesis of autism has received support from most studies of older people with autism; however, studies of young children have produced mixed results. Two studies are presented that compare the performance of preschoolers with autism (mean = 51 months/4.3 years of age) to a control group matched on age, and verbal and nonverbal ability. The first study (n = 18 autism and 17 control) found no group differences in performance on 8 executive function tasks (A not B, Object Retrieval, A not B with Invisible Displacement, 3-Boxes Stationary and Scrambled, 6-Boxes Stationary and Scrambled, and Spatial Reversal), but did find that children with autism initiated fewer joint attention and social interaction behaviors. The second (longitudinal) study of a subset of the children (n = 13 autism and 11 control) from the first study found that neither groups' performance on Spatial Reversal changed significantly over the course of a year. The results of these studies pose a serious challenge to the executive dysfunction hypothesis of autism. 相似文献
3.
The Role of Age and Verbal Ability in the Theory of Mind Task Performance of Subjects with Autism 总被引：30，自引：0，他引：30
Francesca G. E. Happé 《Child development》1995,66(3):843-855
A number of studies have reported that most children with autism fail theory of mind tasks. It is unclear why certain children with autism pass such tests and what might be different about these subjects. In the present study, the role of age and verbal ability in theory of mind task performance was explored. Data were pooled from 70 autistic, 34 mentally handicapped, and 70 normal young subjects, previously tested for a number of different studies. The analysis suggested that children with autism required far higher verbal mental age to pass false belief tasks than did other subjects. While normally developing children had a 50% probability of passing both tasks at the verbal mental age of 4 years, autistic subjects took more than twice as long to reach this probability of success (at the advanced verbal mental age of 9-2). Possible causal relations between verbal ability and the ability to represent mental states are discussed. 相似文献
4.
This study investigated the effects of bilingualism on set-shifting and working memory in children with autism spectrum disorders (ASD). Bilinguals with ASD were predicted to display a specific bilingual advantage in set-shifting, but not working memory, relative to monolinguals with ASD. Forty 6- to 9-year-old children participated (20 ASD, 20 typically-developing). Set-shifting was measured using a computerized dimensional change card sort (DCCS) task, and by parent report of executive functioning in daily life. Results showed an advantage for bilingual relative to monolingual children with ASD on the DCCS task, but not for set-shifting in daily life. Working memory was similar for bilinguals and monolinguals with ASD. These findings suggest that bilingualism may mitigate some set-shifting difficulties in children with ASD. 相似文献
5.
Neuropsychology of Early-treated Phenylketonuria: Specific Executive Function Deficits 总被引：14，自引：0，他引：14
Marilyn C. Welsh Bruce F. Pennington Sally Ozonoff Bobbye Rouse Edward R. B. McCabe 《Child development》1990,61(6):1697-1713
This study explored the hypothesis that children with early-treated phenylketonuria (PKU) are selectively impaired on executive function measures, even when still on diet. The rationale for this hypothesis is that even mild elevations in phenylalanine (Phe) can lead to lower central levels of biogenic amines, including dopamine (DA). We hypothesize that this mild DA depletion causes subtle prefrontal dysfunction, which in turn affects executive functions such as set maintenance, planning, and organized search. 11 preschool early-treated PKU children (M age = 4.64) and a sample of age- and IQ-matched unaffected peers (n = 11) were evaluated on a battery of executive function (EF) measures. In addition, a "non-executive function" task, recognition memory, was administered to all subjects. Group comparisons demonstrated that PKU children were significantly impaired on an executive function composite score; there were no group differences, however, in recognition memory. These results supported the hypothesized specific deficit in executive function. Furthermore, within the PKU group the executive function composite score was significantly negatively correlated with concurrent phenylalanine levels, even after controlling for the correlation between IQ and executive function skills. This second finding provides support for the proposed biochemical mechanism underlying the specific cognitive deficits. 相似文献
6.
Neural correlates of face and object recognition in young children with autism spectrum disorder,developmental delay,and typical development 总被引：11，自引：0，他引：11
Dawson G Carver L Meltzoff AN Panagiotides H McPartland J Webb SJ 《Child development》2002,73(3):700-717
This study utilized electroencephalographic recordings to examine whether young children with autism spectrum disorder (ASD) have impaired face recognition ability. High-density brain event-related potentials (ERPs) were recorded to photos of the child's mother's face versus an unfamiliar female face and photos of a favorite versus an unfamiliar toy from children with ASD, children with typical development, and children with developmental delay, all 3 to 4 years of age (N = 118). Typically developing children showed ERP amplitude differences in two components, P400 and Nc, to a familiar versus an unfamiliar face, and to a familiar versus an unfamiliar object. In contrast, children with ASD failed to show differences in ERPs to a familiar versus an unfamiliar face, but they did show P400 and Nc amplitude differences to a familiar versus an unfamiliar object. Developmentally delayed children showed significant ERP amplitude differences for the positive slow wave for both faces and objects. These data suggest that autism is associated with face recognition impairment that is manifest early in life. 相似文献
7.
Metamemory in children with autism 总被引：2，自引：0，他引：2
Five experiments are reported comparing metamemory abilities in children with autism, age- and language-matched mentally retarded children, and language-matched young normal controls. The mean language age of the participants in Experiment 1 was approximately 6 years, in Experiments 2, 3, and 4 approximately 8 years, and in Experiment 5 approximately 9 years. All the children were given one or more false belief tests. Experiment 1 assessed the children's understanding that a task variable (list length) and a person variable (age) will affect their own and others' performances on an immediate auditory-verbal recall task. Experiment 2 assessed the ability to utilize category cues in a picture recall task. Experiments 3 and 4 assessed the ability to verbalize strategies used in a memory span test and in one retrospective and two prospective memory situations. Experiment 5 assessed the children's knowledge and understanding of another person's memory. On the basis of available evidence and theory, we predicted that the children with autism would be impaired on all the metamemory tasks and that impairment would be associated with failure on tests of false belief. Our predictions were not supported. The children with autism were not impaired on any of the metamemory tasks, although they were less likely than controls to make spontaneous use of memory strategies involving other people. Unexpectedly few of the children failed the false belief tasks. These results are discussed in relation to theories concerning primary psychological deficits underlying autism. 相似文献
8.
Jackson AL 《Journal of deaf studies and deaf education》2001,6(3):161-176
Deaf children with signing parents, nonnative signing deaf children, children from a hearing impaired unit (HIU), and oral deaf children were tested on three first-order theory of mind (ToM) tasks--a subset was also given a second-order task (Perner & Wimmer, 1985). A British Sign Language (BSL) receptive language task (Herman, Holmes, & Woll, 1999) and four nonverbal executive function tasks were also administered. The new BSL task allowed, for the first time, the receptive language abilities of deaf children to be measured alongside ToM abilities. Hearing children acted as controls. These children were given the same tasks, except the British Picture Vocabulary Scale was substituted for the BSL task. Language ability correlated positively and significantly with ToM ability, and age was correlated with language ability for both the deaf and hearing children. Age, however, underpinned the relationship between ToM and language for deaf children with signing parents and hearing children but not for nonnative signing, HIU, or oral deaf children. Executive function performance in deaf children was not related to ToM ability. A subset of hearing children, matched on age and language standard scores with signing deaf children, passed significantly more ToM tasks than the deaf children did. The findings are discussed with respect to the hypotheses proposed by Peterson and Siegal (1995, 2000) and Courtin (2000). 相似文献
9.
Relations between physiological and cognitive regulatory systems: infant sleep regulation and subsequent executive functioning 总被引：1，自引：0，他引：1
The aim of this report was to investigate the prospective links between infant sleep regulation and subsequent executive functioning (EF). The authors assessed sleep regulation through a parent sleep diary when children were 12 and 18 months old (N = 60). Child EF was assessed at 18 and 26 months of age. Higher proportions of total sleep occurring at night time, at both 12 and 18 months, were related to better performance on executive tasks, especially those involving a strong impulse control component. Most relations held above family socioeconomic status, prior mental development and concurrent verbal ability. These findings add to previous results with school-age children in suggesting that sleep favors the development of higher order cognitive functions requiring prefrontal cortex involvement. 相似文献
10.
This research examined the relation between individual differences in inhibitory control (IC; a central component of executive functioning) and theory-of-mind (ToM) performance in preschool-age children. Across two sessions, 3- and 4-year-old children (N = 107) were given multitask batteries measuring IC and ToM. Inhibitory control was strongly related to ToM, r = .66, p < .001. This relation remained significant controlling for age, gender, verbal ability, motor sequencing, family size, and performance on pretend-action and mental state control tasks. Inhibitory tasks requiring a novel response in the face of a conflicting prepotent response (Conflict scale) and those requiring the delay of a prepotent response (Delay scale) were significantly related to ToM. The Conflict scale, however, significantly predicted ToM performance over and above the Delay scale and control measures, whereas the Delay scale was not significant in a corresponding analysis. These findings suggest that IC may be a crucial enabling factor for ToM development, possibly affecting both the emergence and expression of mental state knowledge. The implications of the findings for a variety of executive accounts of ToM are discussed. 相似文献
11.
Seriation, conservation, and theory of mind abilities were examined in individuals with autism ( N = 16), mental retardation ( N = 16), and in normally developing children ( N = 16). Seriation tasks included seriation of tubes, blocks, and flat squares. Conservation tasks included conservation of area, number, substance, quantity, and weight. Theory of mind tasks involved predicting false belief and understanding value and fact beliefs. Participants with autism performed better than participants with mental retardation on seriation, while no differences emerged between these groups on conservation and false belief. Individuals with autism performed less well than individuals with mental retardation on the value and fact belief tasks; however, when verbal ability was held as a covariant, the difference was no longer significant. Normally developing children performed better than the other two groups on all tasks. These results suggest that autism does not involve a specific impairment in theory of mind and that theory of mind deficits are not unique to autism. 相似文献
12.
We examined explicit and implicit processes in response to third-party moral transgressions in children with autism spectrum disorder (ASD). Twenty 4- to 7-year-old children with ASD and 19 typically developing controls evaluated dynamic visual stimuli depicting intentional or accidental harm to persons or damage to objects. Moral evaluations, eye fixations, and pupil dilations toward the stimuli were collected. Results indicate a preserved capacity to understand the mental states of perpetrators and an implicit moral sensitivity to the third-party harms in children with ASD. Nonetheless, children with ASD showed specific sensitivity and emotional arousal when viewing damage to objects. These findings contribute to the understanding of the underlying mechanisms of moral reasoning in ASD and its possible association with the autistic symptoms. 相似文献
13.
The mean age of identification for autism spectrum disorder (ASD) occurs during the months before children enter kindergarten. The incidence and prevalence of “autistic behaviors” in the general population are not fully understood, however, census-matched studies of these behaviors have yielded important new data. As children presenting with behaviors characteristic of ASD enter school, school psychologists are increasingly faced with the assessment and determination of individuals with disabilities improvement act (IDEIA) eligibility, often with students yet to be formally diagnosed with ASD. In many US states, a clinical diagnosis of ASD is not required for a child's eligibility to be served under the category of other health impaired as autism. Nor does a diagnosis of ASD automatically qualify a student as eligible under IDEIA. Eligibility hinges on educational impact. This article briefly reviews the current state of knowledge as it relates to understanding and evaluating children with suspected ASD in the schools, offers a framework for assessment, and discusses a set of proposed guidelines to assist in effectively utilizing assessment data in the development of individualized education plan goals. 相似文献
14.
孤独症儿童对社会刺激的注意行为存在缺陷,主要表现在对眼睛注视的定向注意和联合注意受损。回溯研究发现,孤独症儿童在婴儿期就表现出对社会刺激如面孔、名字等的注意损伤。然而采用空间注意线索化范式,发现既有证据表明他们能对眼睛注视线索发出注意定向行为,也有相反的证据。孤独症儿童联合注意的缺损主要表现在,不能对他人的社会指向做出反应,也不能主动发出注意分享行为。文章回顾了孤独症儿童对眼睛注视线索引起的注意定向的研究,分析了结果存在矛盾的可能原因,列举了他们在联合注意缺损上的主要表现,并总结了与其社会性注意相关神经基础的异常。 相似文献
15.
Word reading skills and reading‐related language and cognitive correlates were examined in Swedish 10–15‐year‐olds with autism spectrum disorders (ASD). The full group with ASD did not differ statistically from an age‐matched comparison group in word reading, but a poor‐readers subgroup was identified who displayed severe difficulties. Normal readers with ASD did not differ from the comparison group in nonverbal ability, phonological processing, rapid naming or receptive vocabulary. The poor subgroup performed, however, below on all measures except nonverbal ability. When poor readers with ASD were matched for reading level with younger controls, no difference was found on any reading‐related skill. No significant correlation was furthermore found between autistic symptomatology and word reading within the ASD group. It is concluded that the pattern of individual differences in word reading among children with ASD conforms well to that seen in children without ASD of normal or delayed reading abilities. 相似文献
16.
Korean preschoolers' advanced inhibitory control and its relation to other executive skills and mental state understanding 总被引：3，自引：1，他引：3
This study assessed executive function and mental state understanding in Korean preschoolers. In Experiment 1, forty 3.5- and 4-year-old Koreans showed ceiling performance on inhibition and switching measures, although their performance on working memory and false belief was comparable to that of Western children. Experiment 2 revealed a similar advantage in a sample of seventy-six 3- and 4-year-old Koreans compared with sixty-four age-matched British children. Korean children younger than 3.5 years of age showed ceiling effects on some inhibition measures despite more stringent protocols and the link between executive function and mental state understanding was not as strong as in the British sample. The results raise key questions about the nature and development of the executive system and its relation to social understanding. 相似文献
17.
This study used eye-tracking methodology to assess audiovisual speech perception in 26 children ranging in age from 5 to 15 years, half with autism spectrum disorders (ASD) and half with typical development. Given the characteristic reduction in gaze to the faces of others in children with ASD, it was hypothesized that they would show reduced influence of visual information on heard speech. Responses were compared on a set of auditory, visual, and audiovisual speech perception tasks. Even when fixated on the face of the speaker, children with ASD were less visually influenced than typical development controls. This indicates fundamental differences in the processing of audiovisual speech in children with ASD, which may contribute to their language and communication impairments. 相似文献
18.
van Ijzendoorn MH Rutgers AH Bakermans-Kranenburg MJ Swinkels SH van Daalen E Dietz C Naber FB Buitelaar JK van Engeland H 《Child development》2007,78(2):597-608
This study on sensitivity and attachment included 55 toddlers and their parents. Samples included children with autism spectrum disorder (ASD), mental retardation, language delay, and typical development. Children were diagnosed at 4 years of age. Two years before diagnosis, attachment was assessed with the Strange Situation procedure, and parental sensitivity and child involvement during free play were assessed with the Emotional Availability Scale. Parents of children with ASD were equally sensitive as parents of children without ASD, but their children showed more attachment disorganization and less child involvement. More sensitive parents had more secure children, but only in the group without ASD. Less severe autistic symptoms in the social domain predicted more attachment security. Autism challenges the validity of attachment theory. 相似文献
19.
This study tested the theory that advances on theory-of-mind tasks and on executive function tasks show a strong correlation because the typically used theory-of-mind tasks pose the same executive demands. In Experiment 1 with fifty-six 3- to 6-year-old children, performance on the dimensional change card-sorting task as an executive function task was correlated with performance on the usual false-belief prediction task, r = .65, and the false-belief explanation task, r = .65, as measures of theory-of-mind development. Because the explanation version of the false-belief test is supposed to be free of the alleged executive demands inherent in the prediction version, the equally strong correlation with the executive function task suggests that this correlation cannot be due to common executive demands. In Experiment 2, the basic finding of Experiment 1 was replicated on another sample of 73 children, ages 3 to 5.5 years. The need for new theories to explain the developmental link between theory of mind and executive function development is discussed, and some existing candidates are evaluated. 相似文献
20.
Yiyu Cai Ruby Chiew Zin Tun Nay Chandrasekaran Indhumathi Lihui Huang 《Interactive Learning Environments》2017,25(8):1098-1109
Basic social interaction and executing certain tasks can be difficult for children with autism spectrum disorder (ASD). The symptoms of such behaviour include inappropriate gestures, body language and facial expressions, lack of interest in certain tasks, cognitive disability in coordination of limbs, and a difficulty in comprehending tasks’ requirements. This paper will discuss our efforts to develop virtual learning environments for children with ASD to improve their gestures and their interests in comprehending tasks’ requirements. Virtual environments are ideal for imparting skills necessary for independence before encouraging children with ASD to try these out in the real world and gain real-life experience. A high-end solution and a simplified solution will be presented together with a discussion on their comparison study. 相似文献