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

Zinke, Katharina; Fries, Eva; Altgassen, Mareike; Kirschbaum, Clemens; Dettenborn, Lucia; Kliegel, Matthias

doi:10.1080/09297040903559648

Cited by 40 publications

(36 citation statements)

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“…Tests of the immediate, serial-order free recall of a sequence of unstructured items such as digits, spatial locations, or single words generally show normal capacity in groups with HFA, as assessed using standardized tasks (e.g., Cui et al, 2010;Joseph et al, 2005;Minshew, Turner, & Goldstein, 2005;Siegel, Minshew, & Goldstein, 1996;Verté et al, 2006;Williams, Goldstein, Carpenter, & Minshew, 2005b;Zinke et al, 2010).…”

Section: Working Memorymentioning

confidence: 99%

“…Working memory in HFA (see Table 10 in the Appendix) Williams, Goldstein, Carpenter, & Minshew, 2005b;Zinke et al, 2010).…”

Section: Working Memorymentioning

confidence: 99%

“…The "slave" systems may hold internally generated information, and/or information from immediate (short term) memory. In the reviews that follow, studies of immediate memory/ "slave" system capacity are considered first, followed by consideration of studies assessing executive functions in WM.Working memory in HFA (see Table 10 in the Appendix) Williams, Goldstein, Carpenter, & Minshew, 2005b;Zinke et al, 2010).Most of these studies assessed children. Nonword repetition in children with HFA is also reported to be intact (Whitehouse et al, 2008).…”

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confidence: 99%

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Memory in autistic spectrum disorder.

Boucher¹,

Mayes²,

Bigham³

2012

Psychological Bulletin

166

187

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This is the accepted version of the paper.This version of the publication may differ from the final published version. Behavioral evidence concerning memory in high-functioning forms of autism (HFA) and in moderately low-functioning autism (M-LFA) is reviewed and compared. Findings on M-LFA are sparse. However, it is provisionally concluded that memory profiles in HFA and M-LFA (relative to ability-matched controls) are similar, but that declarative memory impairments are more extensive in M-LFA than in HFA. Specifically, both groups have diminished memory for emotion-or person-related stimuli. Regarding memory for non-social stimuli, both groups probably have mental-age appropriate nondeclarative memory; and within declarative memory, both groups have mental-age appropriate immediate free recall of within-span or supra-span lists of unrelated items, as well as cued recall and paired associate learning. By contrast, recognition is largely unimpaired in HFA but moderately impaired in M-LFA; and free recall of meaningful or structured stimuli is moderately impaired in HFA but more severely impaired in M-LFA. Permanent repository link:Theoretical explanations of data on declarative memory in HFA identify problems in the integrative processing, or the consolidation and storage, of complex stimuli; or a specific problem of recollection. Proposed neural substrates include the following: disconnectivity of primary sensory and association areas; dysfunctions of medial prefrontal cortex, hippocampus or posterior parietal lobe; or combinations of these associated with neural disconnectivity.Hypothetically, perirhinal dysfunction might explain the more extensive declarative memory impairments in M-LFA. Foreseeable consequences of uneven memory abilities in HFA and M-LFA are outlined, including possible effects on language and learning in M-LFA. Finally, priorities for future research are identified, highlighting the urgent need for research on memory in lower-functioning individuals. "It is impossible to separate the study of memory from that of autism" DeLong (2003, p. 741) Memory and learning are inseparable, and congenital or early acquired anomalies of memory will affect how and what an individual learns, which will in turn affect the course and outcomes of behavioral and brain development, including the ways in which an individual experiences and responds to the external world.It is well established that certain memory impairments are present in all individuals with autistic spectrum disorder (ASD) (Boucher & Bowler, 2008). It is less clear, however, what differences there may be in the range and severity of memory impairments across the spectrum, from linguistically and intellectually able individuals with Asperger syndrome; through those high-functioning individuals in whom language is initially delayed but subsequently normalizes; through those with persistent, mild to moderate language impairment, usually accompanied by intellectual disability (ID); to the substantial subgroup of individuals with ASD who have ...

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Section: Working Memorymentioning

confidence: 99%

“…Working memory in HFA (see Table 10 in the Appendix) Williams, Goldstein, Carpenter, & Minshew, 2005b;Zinke et al, 2010).…”

Section: Working Memorymentioning

confidence: 99%

mentioning

confidence: 99%

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Memory in autistic spectrum disorder.

Boucher¹,

Mayes²,

Bigham³

2012

Psychological Bulletin

166

187

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“…Studies have used different tools in the same sample of participants with conflicting results. Studies have also been divided into three categories based on their findings: studies that found a deficit in STM/WM in children with ASD (Nydén et al, 1999;Minshew & Goldstein, 2001;Goldberg et al, 2005;Verte et al, 2006;Steele, Minshew, Luna, & Sweeney, 2007;Corbett et al, 2009); studies that failed to detect any deficit (Rumsey & Hamburger, 1988;Ozonoff & Strayer, 2001;Edgin & Pennington, 2005;Happé et al, 2006;Chan et al, 2009), and those studies with mixed results (Prior & Hoffmann, 1990;Rumsey & Hamburger, 1990;Bennetto et al, 1996;Minshew et al, 1992;Williams, Goldstein, Carpenter, & Minshew, 2005;Alloway, Rajendran, & Archibald, 2009;Zinke et al, 2010) owing to an uneven performance across the trials. This has led some researchers to support the view that individuals with ASD present no deficits in memory and merely fail to use the appropriate storage strategies (Minshew et al, 1992;Bennetto et al, 1996).…”

Section: Memorymentioning

confidence: 99%

“…Various studies have researched planning ability in individuals with ASD deficits (Rumsey & Hamburger, 1988;Prior & Hoffmann, 1990), especially those which used the Tower of London and Tower of Hanoi tests as their evaluation tool (Ozonoff et al, 1991a;Ozonoff & McEvoy, 1994;Hughes, Russell, & Robbins, 1994;Bennetto et al, 1996;Ozonoff & Jensen, 1999;Verte, Geurts, Roeyers, Oosterlaan, & Sergeant, 2006;Robinson, Goddard, Dritschel, Wisley, & Howlin, 2009;Pellicano, 2010a;Zinke et al, 2010).…”

Section: Planningmentioning

confidence: 99%

Application of the Theory of Mind, Theory of Executive Functions and Weak Central Coherence Theory to Individuals with ASD

Delli¹,

Varveris²,

Geronta³

2016

JEDP

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The present study examined the application of three cognitive theories-the Theory of Mind (ToM) deficit, the Theory of Executive Functions (EF) and Weak Central Coherence Theory (WCC)-in children with Autism Spectrum Disorders (ASD). 9 children with ASD and 18 children of Typical Development (TD) participated in the study. According to the results, most of the children with ASD showed significant deficits in the development of ToM, while a few of them succeeded in all the ToM tests. With regard to EF theory, the children with ASD did not present a deficit in any of the four executive functions in which they were examined, since their performances were similar to those of TD children. As for the WCC theory, the results cannot support the existence of a deficit. However, it seems that children with ASD struggle in respect of global precedence when a local interference effect is present.

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Executive function predicts the visuospatial working memory in autism spectrum disorder and attention‐deficit/hyperactivity disorder

et al. 2018

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

Cited by 40 publications

References 40 publications

Memory in autistic spectrum disorder.

Memory in autistic spectrum disorder.

Application of the Theory of Mind, Theory of Executive Functions and Weak Central Coherence Theory to Individuals with ASD

Executive function predicts the visuospatial working memory in autism spectrum disorder and attention‐deficit/hyperactivity disorder

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