Memory for thematically arousing events

Many studies have indicated that emotional arousal improves memory for the center, or gist, of an event but undermines memory for the event's periphery. However, all of these studies have elicited emotion by showing participants some salient visual stimulus intended to arouse them (e.g., the sight of a wound). This stimulus may have served as an attention magnet, and this, not the arousal, may have been the cause of the observed narrowing of memory. In this article, we examine how participants remember events that involve thematically induced arousal, arousal produced by empathy, rather than by a visual emotional stimulus. The data show that emotionality improves memory for all aspects of these events, with no memory narrowing.     

Memory for emotionally arousing stimuli: a comparison of younger and older adults

The authors compared emotional memory in younger (aged 18-32 years) and older (aged 59-84 years) adults. Previous researchers who investigated the emotionmemory relationship in younger adults consistently showed that emotional arousal enhances memory for central detail. The present authors' goal was to determine whether a similar effect could be found with older adults. Younger and older adults viewed a series of 12 slides, accompanied by a taped narrative, that showed emotionally arousing or neutral scenes in the middle phase (Slides 5-8). Participants then completed recognition tests that were scored for central detail, peripheral detail, and gist. The results indicated that, although younger adults showed higher performance than older adults did, both groups showed increased memory for central detail. In contrast, the authors found no such enhancement for peripheral detail or gist in either group. These results indicated that the arousal manipulation produced a similar effect on memory in younger and older adults. Furthermore, these results were consistent with the notion of poststimulus elaboration, which is the continued processing of central detail after the termination of an arousing event.     

Correction to: Face Memory Deficits in Children and Adolescents with Autism Spectrum Disorder

Journal of Psychopathology and Behavioral Assessment - A Correction to this paper has been published: https://doi.org/10.1007/s10862-021-09875-2     

自闭症谱系障碍者的视运动知觉

视运动知觉是人脑对外界物体的运动特性的知觉。视运动知觉异常是自闭症谱系障碍者的一种常见表现, 其检测光流、二阶运动、协同性运动、生物运动及运动速度的能力异于健康控制组, 且过度迷恋重复性运动物体。该群体视运动知觉异常的原因探析集中于背侧/M细胞通路特定假设、复杂性假设、神经噪声假设、经验缺失假设、时空加工异常假设、极端男性脑理论和社会脑假设。但到目前为止, 尚缺乏一个统一准确的、可验证的解释。未来研究应注重考察自闭症者视运动知觉异常的个体差异和神经生理机制, 进一步整合和验证解释理论, 并着眼开发有效的视运动知觉测评工具和干预策略     

Visuospatial Short-Term Memory Explains Deficits in Tower Task Planning in High-Functioning Children with Autism Spectrum Disorder

Previous findings on planning abilities in individuals with high-functioning autism spectrum disorder (HFA) are inconsistent. Exploring possible reasons for these mixed findings, the current study investigated the involvement of memory in planning performance in 15 children with HFA and 17 typically developing controls. In addition to planning abilities (measured with the Tower of London), short-term memory and delayed recall for verbal as well as visuospatial material were assessed. Findings suggest that particularly reduced efficiency in visuospatial short-term memory is associated with Tower task planning deficits in children with HFA.     

Interactions between brainstem noradrenergic neurons and the nucleus accumbens shell in modulating memory for emotionally arousing events

The nucleus accumbens shell (NAC) receives axons containing dopamine-β-hydroxylase that originate from brainstem neurons in the nucleus of the solitary tract (NTS). Recent findings show that memory enhancement produced by stimulating NTS neurons after learning may involve interactions with the NAC. However, it is unclear whether these mnemonic effects are mediated by norepinephrine (NE) release from NTS terminals onto NAC neurons. The present studies approached this question by examining the contribution of NAC α-noradrenergic receptors in mediating this effect and assessed whether glutamatergic activation of the NTS alters NE concentrations in the NAC. Rats were trained for 6 d to drink from a water spout located at the end of an inhibitory avoidance chamber. On day 7, a 0.35-mA footshock was initiated once the rat approached the spout and remained active until it escaped into the neutral compartment. Blockade of α-noradrenergic receptors in the NAC with phentolamine (0.5 μg/0.5 μL) attenuated memory enhancement produced by glutamatergic (50 ng/0.5 μL) infusion on NTS neurons (P < 0.01). Experiment 2 used in vivo microdialysis to assess whether glutamate activation of NTS alters NAC NE concentrations. NE levels were unchanged by NTS infusion of phosphate-buffered saline (PBS) or low dose glutamate (50 ng/0.5 μL) but elevated significantly (P < 0.05) by combining the same dose with the footshock (0.35 mA, 2 sec) given in Study 1 or infusion of (100 ng/0.5 μL) glutamate alone. Findings demonstrate that NE released from NTS terminals enhances representations in memory by acting on α-noradrenergic receptors within the NAC.     

Three Dimensions of Oppositionality in Autism Spectrum Disorder

In autism spectrum disorder (ASD), symptoms of oppositional defiant disorder (ODD) are common but poorly understood. DSM-5 has adopted a tripartite model of ODD, parsing its features into ‘angry and irritable symptoms’ (AIS), ‘argumentative and defiant behavior’ (ADB) and ‘vindictiveness’. This was based on findings in non-autistic populations that each of these dimensions of oppositionality has a distinct constellation of associations with internalising and externalising psychopathology. We applied the tripartite DSM-5 ODD model to ASD to test its generalisability beyond non-ASD populations; and to elucidate the nature of ODD symptoms in ASD. Participants were 216 verbally-fluent young people (mean age?=?9.6 years, range 3.0 to 16.2 years, 82 % male) with ASD. Cross-sectional parent-and teacher-report data were analysed using bootstrap multiple regression to test the following predictions, derived from studies of non-ASD young people: (1) AIS will be the main predictor of internalising problems; (2) ADB will be the main predictor of ADHD symptoms; (3) all ODD traits will independently predict conduct disorder symptoms; (4) vindictiveness will be the main predictor of aggressive conduct problems. Our findings using both parent and teacher data were consistent with the non-ASD ODD literature. AIS were associated with internalising but not externalising problems; ADB and vindictiveness were associated with externalising but not internalising problems; and vindictiveness was the main predictor of aggression. The DSM-5 tripartite model of ODD appears to be generalisable to ASD: for people with an autistic disorder, AIS, ADB and vindictive dimensions of oppositionality have distinct associations with concurrent psychopathology, suggesting the need to assess them as separate constructs.     

Resilience in Families Adapting to Autism Spectrum Disorder

This study explored adjustment and adaptation in families living with Autism Spectrum Disorder (ASD). Data on family resilience were collected from 19 biological mothers of children with ADS. The data were analysed qualitatively and quantitatively to yield information on factors that enable these families to bounce back from the diagnosis and accompanying challenges with regard to ADS. The findings from the qualitative analysis indicate that social support, the spousal relationship, and family time, togetherness and routines are the most important resilience-promoting factors with ASD. Family hardiness, family problem-solving communication, and family time and routines were significant resilience resources.     

Matrix Training for Generative Spelling in Children with Autism Spectrum Disorder

Children with autism often have difficulty in generative learning. Effective training program for generative learning in these children is needed. In this study, we examined the effectiveness of matrix training for generative spelling in two children with autism spectrum disorder (ASD). Matrix training is a procedure in which stimuli used in teaching are arranged with overlapping within‐syllable units. After training with a Constructed‐Response Matching to Sample (CRMTS) with matrix training, both participants' generative spelling was assessed by CRMTS test using untrained combinations of characters. In this study, spoken syllables (auditory stimuli) are presented as the sample stimulus, and written characters (visual stimuli) are presented as comparison stimuli in CRMTS task. As a result, both participants showed generative spelling by matrix training, however, one of the two participants needed additional matrix training. The results discussed the effectiveness of matrix training as a procedure for teaching generative spelling and some issues to be conducted in applying this procedure for Japanese reading and spelling in children with ASD. Copyright © 2011 John Wiley & Sons, Ltd.     

自闭症谱系障碍的早期筛查工具

基于35项实证研究, 遵循诊断准确性研究的质量评估(QUADAS-2)的循证程序对自闭症谱系早期预警特征筛查工具开展质量评估, 包括婴儿阶段(10个筛查工具, 159388人)、幼儿阶段(14项筛查工具, 11712人), 旨在为自闭症谱系风险的早期识别提供全面的理解。结果表明：幼儿阶段的筛查工具的分类准确性要高于婴儿阶段, 在婴儿阶段达到良好水平的筛查工具有M-CHAT-R/F、PDQ-1; 在幼儿阶段达到优秀水平的筛查工具有OERA、TIDOS。其中, “改良的幼儿自闭症检查表-有修订的后续随访” (M-CHAT-R/F)是目前最具潜力的自闭症谱系风险筛查工具之一。最后, 我们探讨了应用QUADAS-2评估研究质量的局限性, 强调需要规范工具的质量评估标准与进一步验证研究的必要性。     

自闭症谱系障碍的症状、诊断与干预

自闭症谱系障碍(autism spectrum disorders, ASD)是一种广泛发展障碍, 以社会交往障碍、言语和非言语交流缺陷、兴趣狭窄和行为刻板等为主要临床特征。对ASD的准确诊断是早期干预的关键, 也对患者的康复及其家庭幸福产生积极作用。日渐增长的发病率促进了对早期识别、诊断评估、以事实为基础干预的重视。在探索药物治疗ASD的基础上, 中国传统医学方法, 尤其是“靳三针”治疗ASD获得越来越多的实证支持。可以根据Simpson等人(2005)提出的指标体系对各种干预和治疗方法的疗效进行评价。今后研究将从认知神经科学的视角, 尤其是将眼动技术与ERP、fMRI相结合, 探索ASD的核心症状表征以及各亚类的特异性。     

Neuro-feedback intervention efficacy for treating children with Autism Spectrum Disorder

This study explored practitioners perceptions of a neuro-feedback intervention in treating children with Autism Spectrum Disorder’s (ASD). Informants were a convenience sample of ten South African neuro-feedback practitioners registered with the Health Professions Council of South Africa (HPCSA). The data on their views on neuro-feedback treatment efficacy, with children with ASD, were collected by means of semi-structured in-depth interviews. Thematic analysis of the data suggest practitioners to perceive neuro-feedback treatment to enhance the social, mood, behaviour, academic life, and family functioning of children with ASD. Additionally, the practitioners perceived neuro-feedback treatment to assist in reducing anxiety among children with ASD.     

Identification facilitation for emotionally arousing verbs during the attentional blink

The present study aimed to examine affective modulation of the "attentional blink" effect during rapid serial visual presentation (RSVP). Pleasant, neutral, and unpleasant written verbs were used as a 2nd target (T2) in an 8.6-Hz RSVP paradigm. Pronounced effects of 1st target (T1)-T2 stimulus onset asynchrony (SOA) were found, showing reduced report accuracy for 232- and 464-ms SOAs. Affectively arousing (pleasant and unpleasant) T2s were associated with enhanced accuracy compared with neutral T2s specifically during short (232 ms) SOAs. In contrast, pleasant and unpleasant T2s rated low in terms of emotional arousal did not show this enhancement. These results suggest that affectively arousing information is selected preferentially from a temporal stream, facilitating processes such as working memory consolidation and action.     

Selective Attention and Perceptual Load in Autism Spectrum Disorder

ABSTRACT— It has been suggested that the locus of selective attention (early vs. late in processing) is dependent on the perceptual load of the task. When perceptual load is low, irrelevant distractors are processed (late selection), whereas when perceptual load is high, distractor interference disappears (early selection). Attentional abnormalities have long been reported within autism spectrum disorder (ASD), and this study is the first to examine the effect of perceptual load on selective attention in this population. Fourteen adults with ASD and 23 adults without ASD performed a selective attention task with varying perceptual loads. Compared with the non-ASD group, the ASD group required higher levels of perceptual load to successfully ignore irrelevant distractors; moreover, the ASD group did not show any general reduction in performance speed or accuracy. These results suggest enhanced perceptual capacity in the ASD group and are consistent with previous observations regarding superior visual search abilities among individuals with ASD.     

Community Perspectives on Adults With Autism Spectrum Disorder

Little is known about community attitudes toward adults with autism spectrum disorder (ASD) and what factors lead to more positive attitudes. Using a cross-sectional design with a quantitative correlational approach, 60 adults were surveyed regarding experiences, knowledge, and comfort with adults with ASD living in the community. Most participants reported having encountered a person with ASD. Among these participants with personal experience, knowledge about ASD was relatively high. Amount of experience was the only variable associated with comfort. Results suggest that increasing exposure to people with ASD may be more effective in improving community acceptance compared to informational campaigns.     

Financial Capabilities Among Youth with Autism Spectrum Disorder

Youth with Autism Spectrum Disorder (ASD) experience significant difficulties assuming adult responsibilities and achieving independence. Little is known about their desire or ability to manage their own finances. This study explored the financial circumstances, money management skills, and desires for financial independence among 27 youth with ASD. Youth took part in 30–60?min semi-structured interviews about independence. Strategies of theme analysis identified three critical themes about finances and emerging adulthood for youth with ASD. Youth (1) defined independence by being able to manage their finances, (2) worried about their lack of money management skills, and (3) cited poor financial skills as barrier to independence. Results suggest youth with ASD understand the importance of financial capability and strive for financial independence, but lack the skills and support needed to achieve their financial goals. This study provides preliminary information for clinicians, educators, and researchers to develop financial capability modules for youth with ASD.     

Comparing Attention to Socially-Relevant Stimuli in Autism Spectrum Disorder and Developmental Coordination Disorder

Difficulties with social interaction have been reported in both children with an autism spectrum disorder (ASD) and children with developmental coordination disorder (DCD), although these disorders have very different diagnostic characteristics. To date, assessment of social skills in a DCD population has been limited to paper-based assessment or parent report. The present study employed eye tracking methodology to examine how children attend to socially-relevant stimuli, comparing 28 children with DCD, 28 children with ASD and 26 typically-developing (TD) age-matched controls (aged 7–10). Eye movements were recorded while children viewed 30 images, half of which were classed as ‘Individual’ (one person in the scene, direct gaze) and the other half were ‘Social’ (more naturalistic scenes showing an interaction). Children with ASD spent significantly less time looking at the face/eye regions in the images than TD children, but children with DCD performed between the ASD and TD groups in this respect. Children with DCD demonstrated a reduced tendency to follow gaze, in comparison to the ASD group. Our findings confirm that social atypicalities are present in both ASD and to a lesser extent DCD, but follow a different pattern. Future research would benefit from considering the developmental nature of the observed findings and their implications for support.     

Mathematical Abilities in Elementary School Children with Autism Spectrum Disorder

Although clinical practitioners often express concerns about the mathematical functioning of children with autism spectrum disorder (ASD), the field of mathematics remains a relatively unexplored topic in individuals with ASD. Moreover, research findings are fragmentary and hold inconclusive results. The present study aimed to examine whether grade 1 (aged 6–7 years) to 4 (aged 9–10 years) elementary school children with ASD scored significantly different from age‐adequate norms on mathematics. To this end, a multi‐componential approach of mathematics was used. Four domains of mathematics were assessed in 121 children with ASD: procedural calculation, number fact retrieval, word/language problems, and time‐related competences. All children attended general education classrooms, following the standard curriculum, and were coached by integrated educational services. Children with ASD showed a strength in word/language problems in second and fourth grade. There was evidence of a weakness for procedural calculation in first grade and for time‐related competences in first and third grade. In all other cases, average scores were shown. As such, results revealed a profile of strengths, average abilities, and weaknesses in mathematics and highlighted the importance of focusing on different domains of mathematics. Because a high variability in mathematical performance could be observed, we recommend an individual assessment when considering the mathematical trajectory of children with ASD. Copyright © 2015 John Wiley & Sons, Ltd.     

Verbal Thinking and Inner Speech Use in Autism Spectrum Disorder

The extent to which cognition is verbally mediated in neurotypical individuals is the subject of debate in cognitive neuropsychology, as well as philosophy and psychology. Studying “verbal thinking” in developmental/neuropsychological disorders provides a valuable opportunity to inform theory building, as well as clinical practice. In this paper, we provide a comprehensive, critical review of such studies among individuals with autism spectrum disorder (ASD). ASD involves severe social-communication deficits and limitations in cognitive/behavioural flexibility. The prevailing view in the field is that neither cognition nor behaviour is mediated verbally in ASD, and that this contributes to diagnostic features. However, our review suggests that, on the contrary, most studies to date actually find that among people with ASD cognitive task performance is either a) mediated verbally in a typical fashion, or b) not mediated verbally, but at no obvious cost to overall task performance. Overall though, these studies have methodological limitations and thus clear-cut conclusions are not possible at this stage. The aim of the review is to take stock of existing empirical findings, as well as to help develop the directions for future research that will resolve the many outstanding issues in this field.     

Accuracy of Reported Community Diagnosis of Autism Spectrum Disorder

To compare community diagnoses of Autism Spectrum Disorder (ASD) reported by parents to consensus diagnoses made using standardized tools plus clinical observation. 87 participants (85% male, average age 7.4 years), with reported community diagnosis of ASD were evaluated using the Autism Diagnostic Observation Schedule) (ADOS-2), Differential Ability Scale (DAS-II), and Vineland Adaptive Behavior Scales (VABS-II). Detailed developmental and medical history was obtained from all participants. Diagnosis was based on clinical consensus of at least two expert clinicians, using test results, clinical observations, and parent report. 23% of participants with a reported community diagnosis of ASD were classified as non-spectrum based on our consensus diagnosis. ASD and non-spectrum participants did not differ on age at evaluation and age of first community diagnosis. Non-verbal IQ scores and Adaptive Behavior Composite scores were significantly higher in the non-spectrum group compared to the ASD group (104.5?±?21.7 vs. 80.1?±?21.6, p?<?.01; 71.1?±?15 versus 79.5?±?17.6, p?<?.05, respectively). Participants enrolled with community diagnosis of PDD-NOS were significantly more likely to be classified as non-spectrum on the study consensus diagnosis than Participants with Autism or Asperger (36% versus 9.5%, Odds Ratio?=?5.4, p?<?.05). This study shows suboptimal agreement between community diagnoses of ASD and consensus diagnosis using standardized instruments. These findings are based on limited data, and should be further studied, taking into consideration the influence of DSM 5 diagnostic criteria on ASD prevalence.