Verbal Working Memory and Story Retelling in School-Age Children With Autism

Gabig, Cheryl Smith

doi:10.1044/0161-1461(2008/07-0023)

Cited by 96 publications

(60 citation statements)

References 48 publications

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“…However, adults were able to recall as much information as their matched typically developed peers when they physically (rather than verbally/mentally) returned to the encoding environment (Maras & Bowler, 2012), suggesting that contextual cues can be utilised if appropriate support is provided (e.g., the task support hypothesis: Bowler et al, 1997;2008).…”

Section: Sketch Reinstatement To Support Recallmentioning

confidence: 99%

“…In particular, a failure to utilise categorical and relational features of information to aid recall has been found (Bowler et al, 1997;Gaigg et al, 2008;Minshew & Goldstein, 1993). Deficits in source monitoring abilities are also apparent (Bowler et al, 2004;Bennetto et al, 1996;Hala, Rasmussen & Henderson, 2005) and impairments in working memory and verbal information processing (Gabig, 2008;Goldstein, Minshew, & Siegel, 1994;Minshew & Goldstein, 1998;2001) may result in severe difficulties processing the detailed linguistic instructions of MRC (see Mattison, Dando & Ormerod, 2015).…”

Section: Context (Mrc) Mrc Comprises a Series Of Verbal Instructionsmentioning

confidence: 99%

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Drawing the answers: Sketching to support free and probed recall by child witnesses and victims with autism spectrum disorder

Mattison

Dando

Ormerod

2016

Autism

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The success of witness interviews in the criminal justice system depends on the accuracy of information obtained, which is a function of both amount and quality of information. Attempts to enhance witness retrieval such as mental reinstatement of context have been designed with typically developed adults in mind. In this paper, the relative benefits of mental and sketch reinstatement mnemonics are explored with both typically developing children and children with autism. Children watched a crime event video, and their retrieval of event information was examined in free and probed recall phases of a cognitive interview. As expected, typically developing children recalled more correct information of all types than children with autism during free and probed recall phases.Sketching during free recall was more beneficial for both groups in both phases in reducing the amount of incorrect items, but the relative effect of sketching on enhancing retrieval accuracy was greater for children with autism. The results indicate the benefits of choosing retrieval mnemonics that are sensitive to the specific impairments of autistic individuals, and suggest that retrieval accuracy during interviews can be enhanced, in some cases to the same level as that of typically developing individuals.

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Section: Sketch Reinstatement To Support Recallmentioning

confidence: 99%

Section: Context (Mrc) Mrc Comprises a Series Of Verbal Instructionsmentioning

confidence: 99%

Drawing the answers: Sketching to support free and probed recall by child witnesses and victims with autism spectrum disorder

Mattison

Dando

Ormerod

2016

Autism

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“…In most of these studies, the effects of pictorial prompts were evaluated under test conditions: no reinforcement was programmed for correct performances in which picture prompts were presented (Lins e Silva & Spinillo, 2000). Sometimes, not even instruction was provided regarding the use of prompts (Gabig, 2008). In their discussion and conclusion sections, many of these studies assert that the use of pictural prompts results in better performance in telling and retelling tasks when compared to control groups in which no pictorial prompt is presented; however there is no discussion about how telling and retelling behavior becomes controlled by pictorial prompts in terms of environmental manipulations.…”

mentioning

confidence: 99%

“…When the cognitive literature is searched, one will fi nd a different scenario in regards to the establishment of telling and retelling behaviors when compared to the behavior analytic literature: many studies within the cognitive approach have specifi cally investigated the effects of visual -more specifi cally pictorial -prompts on telling and retelling tasks (Gabig, 2008;Lins e Silva & Spinillo, 2000). Participants in these studies varied from preschoolers (less than 3 years of age) to late adults (82 years of age) whose mean years of education varied from zero to 23.…”

mentioning

confidence: 99%

Effects of picture prompts on story retelling performance in typically developing children

Sella

Bandini²,

Bandini³

et al. 2015

Psicol. Reflex. Crit.

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Telling and retelling stories and facts are behavioral repertoires that are constantly recruited in social situations, no matter if these situations occur at school, with the family, or at leisure times. This study aimed at systematically evaluating if 11 fi rst graders (age range six to seven), would perform better in retelling tasks when pictorial prompts were presented. Dependent variables were (a) number of story categories inserted in the retelling tasks and (b) number of retold words per story. The independent variable was the presentation of visual prompts during story retelling tasks. Results indicated that visual prompts did not result in consistent increase in performance when the number of story categories inserted was analyzed. Additionally, there was no consistent increase in the number of words retold when pictures were presented. Future studies should investigate whether repeated exposure to stories would result in a signifi cant change in performance. Keywords: Story retelling, children, pictures, visual prompts. ResumoContar e recontar histórias e fatos são repertórios comportamentais constantemente necessários em situações sociais, sejam estas escolares, familiares, ou de lazer. Este estudo buscou avaliar sistematicamente se 11 alunos de primeira série (idades entre seis e sete anos) teriam melhor desempenho em tarefas de recontagem de histórias quando dicas visuais eram apresentadas. As variáveis dependentes foram (a) número de categorias de história inseridas nas tarefas de recontagem e (b) número de palavras recontadas por história. A variável independente foi a apresentação de dicas visuais (fi guras) nas tarefas de recontagem. Os resultados indicaram que dicas visuais não resultaram em melhora de desempenho quando o número de categorias de história foi analisado. Também foi verifi cado que não houve aumento consistente no número de palavras recontadas quando as fi guras foram apresentadas. Estudos futuros devem investigar se a reexposição a histórias resultaria em uma mudança signifi cativa no desempenho. Palavras-chave: Recontagem de história, crianças, fi guras, dicas visuais.

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“…The MRC technique demands significant language and concurrent processing abilities, which individuals with ASD find difficult (e.g., Gabig, 2008;Joseph McGrath, & Tager-Flusberg, 2005). MRC also directs witnesses to place themselves back in an experience, an ability believed to be significantly impaired in individuals with ASD Jordan & Powell, 1995).…”

Section: Introductionmentioning

confidence: 99%

Sketching to Remember: Episodic Free Recall Task Support for Child Witnesses and Victims with Autism Spectrum Disorder

Mattison

Dando

Ormerod

2014

J Autism Dev Disord

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Verbal Working Memory and Story Retelling in School-Age Children With Autism

Abstract: Vocabulary and language processing demands affect the performance of children with autism on tasks of verbal memory and story retelling. Results are viewed within a connectionist framework of verbal working memory.

Cited by 96 publications

References 48 publications

Drawing the answers: Sketching to support free and probed recall by child witnesses and victims with autism spectrum disorder

Drawing the answers: Sketching to support free and probed recall by child witnesses and victims with autism spectrum disorder

Effects of picture prompts on story retelling performance in typically developing children

Sketching to Remember: Episodic Free Recall Task Support for Child Witnesses and Victims with Autism Spectrum Disorder

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