Caracterización de la memoria en niños con trastorno del espectro autista sin déficit intelectual. Una aproximación para el acompañamiento de los procesos de enseñanza-aprendizaje
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Caracterización de la memoria en niños con trastorno del espectro autista sin déficit intelectual. Una aproximación para el acompañamiento de los procesos de enseñanza-aprendizaje
.

Sumario:

Objetivo. El propósito del presente artículo de revisión es identificar y caracterizar el funcionamiento de la memoria en niños con Trastorno del Espectro Autista sin déficit intelectual. Metodología. Se realizó una revisión en diferentes bases de datos; se estimó como criterio de inclusión artículos resultado de investigación entre 2009 y 2015, cuya muestra fueran niños y adolescentes. Resultados. Se encontró que las personas con autismo presentan compromisos en la memoria de trabajo, memoria episódica y memoria procedimental. Conclusiones. Reconocer el funcionamiento de los diferentes sistemas de memoria en el Trastorno del Espectro Autista posibilitará al maestro generar estrategias en el aula de clase, que faciliten los procesos de ense... Ver más

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Eleuthera

2011-4532

2463-1469

Montoya Zuluaga, Paula Andrea

Londoño Herrera, Jennifer Andrea

Zapata García, Tatiana Vanessa

González Zuluaga, Verónica Marcela

Flórez Durango, Ana María

UNIVERSIDAD DE CALDAS

10.17151/10.17151/eleu.2016.14.2

14

2015-01-01

11

29

Colombia

memoria de trabajo

memoria episódica

memoria procedimental

procesos de memoria

autismo sin déficit intelectual

memoria fuente

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http://purl.org/coar/access_right/c_abf2

id oai:revistasojs.ucaldas.edu.co:article-3504
record_format ojs
spelling Caracterización de la memoria en niños con trastorno del espectro autista sin déficit intelectual. Una aproximación para el acompañamiento de los procesos de enseñanza-aprendizaje
Artículo de revista
Montoya Zuluaga, Paula Andrea
memoria de trabajo
memoria episódica
https://revistasojs.ucaldas.edu.co/index.php/eleuthera/article/view/3504
memoria procedimental
procesos de memoria
autismo sin déficit intelectual
14
, Año 2016 : Enero - Junio
Boucher, J. & Warrington, E.K. (1976). Memory deficits in early infantile autism: some similarities to the amnesic syndrome. British Journal of Psychology, 67(1), 73-87.
Londoño Herrera, Jennifer Andrea
Vicerrectoría de Investigaciones y Posgrados, Universidad de Caldas
memoria fuente
Goswami, U. (May, 2006). Neuroscience and education: from research to practice? Nature Reviews Neuroscience, 7, 406-413. doi: 10.1038/nrn1907
Bowler, D.M., Gardiner, J.M. & Grice, S.J. (2000). Episodic memory and remembering in adults with Asperger´s syndrome. Journal of Autism and Developmental Disorders, 30(4), 295-304.
Brandimonte, M.A., Einstein, G.O. & McDaniel, M.A. (1996). Prospective memory: Theory and applications. Mahwah, NJ: Lawrence Erlbaum.
Salcedo, M., Moreno, J., Ruiz, M. & Ferrin, M. (2013). Evaluation of Planning Dysfunction in Attention Deficit Hyperactivity Disorder and Autistic Spectrum Disorders Using the Zoo Map Task. Child Psychiatry Hum Dev, 44, 166–185. doi: 10.1007/s10578-012-0317-y
Schuh & Eigsti. (2012). Working Memory, Language Skills, and Autism Symptomatology. Behavioral Sciences, 2, 207-218.doi:10.3390/bs2040207
So, W., Lui, M., Wong, T. & Sit, L. (2015). The Use of Hand Gestures to Communicate About Nonpresent Objects in Mind among Children with Autism Spectrum Disorder. Journal of Speech, Language, and Hearing Research, 58, 373–382.doi: 10.1044/2015_JSLHR-L-14-0213
Solovieva, Y. (2014). Intervención neuropsicológica infantil: diversidad de posibilidades. Revista Chilena de Neuropsicología, 9(2), 46-48.
Zapata García, Tatiana Vanessa
González Zuluaga, Verónica Marcela
Southwick, J.S., Bigler, E.D., Froehlich, A., DuBray, M.B., Alexander, A.L., Lange, N. & Lainhart, J.E. (2011). Memory Functioning in Children and Adolescents with Autism. Neuropsychology, 25(6), 702–710
Baddeley, A. & Hitch, G. (1974). Working memory. In G.H. Bower, (Ed.), The psychology of learning and motivation: Advances in research and theory (pp. 47–90). New York, United States: Academic Press.
Altgassen, M., Schmitz-Hu¨bsch, M. & Kliegel, M. (2010). Event-based prospective memory performance in autism spectrum disorder. Journal of Neurodevelopmental Disorders, 2, 2–8. http://dx.doi.org/10.1007/s11689-009-9030-y.
Boucher, J. (1981). Immediate free recall in early childhood autism: Another point of behavioural similarity with the amnesic syndrome. British Journal of Psychology, 72, 211-215.
https://creativecommons.org/licenses/by-nc-sa/4.0/
Boucher, J., Mayes, A. & Bigham, S. (2006). Memory in autistic spectrum disorder. Psychol Bull, 138(3), 458-96. doi: 10.1037/a0026869.
Bowler, D.M., Matthews, N.J. & Gardiner, J.M. (1997). Asperger’s syndrome and memory: Similarity to autism but not amnesia. Neuropsychologia, 35, 65–70.
Bordignon, S., Endres, R., Trentini, C. & Bosa, C. (2015). Memory in Children and Adolescents with Autism Spectrum Disorder: A Systematic Literature Review. Psychology, & Neuroscience, 8(2), 211–245.
Asociación Americana de Psiquiatría (2014). Manual diagnóstico y estadístico de los trastornos mentales (DSM-5), 5 Ed. Arlington, VA, Asociación Americana de Psiquiatría.
Bigham, S., Boucher, J., Mayes, A. & Anns, S. (2010) Assessing Recollection and Familiarity in Autistic Spectrum Disorders: Methods and Findings. J Autism DevDisord, 40, 878–889. doi: 10.1007/s10803-010-0937-7
Baltruschat, L. et al. (2012). The effects of multiple exemplar training on a working memory task involving sequential responding in children with autism. The Psychological Record, 62, 549–562
American Psychiatric Association. (2002). Manual diagnóstico y estadístico de los trastornos mentales IV TR. Barcelona, España: APA.
Flórez Durango, Ana María
Alloway, T.P. & Alloway, R.G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 80, 606–621
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Baddeley, A. (1999). Memoria humana, teoría y práctica. Aravaca, España: McGraw-Hill
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Baddeley, A.D. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4, (11), 417-423.
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Eleuthera
Objetivo. El propósito del presente artículo de revisión es identificar y caracterizar el funcionamiento de la memoria en niños con Trastorno del Espectro Autista sin déficit intelectual. Metodología. Se realizó una revisión en diferentes bases de datos; se estimó como criterio de inclusión artículos resultado de investigación entre 2009 y 2015, cuya muestra fueran niños y adolescentes. Resultados. Se encontró que las personas con autismo presentan compromisos en la memoria de trabajo, memoria episódica y memoria procedimental. Conclusiones. Reconocer el funcionamiento de los diferentes sistemas de memoria en el Trastorno del Espectro Autista posibilitará al maestro generar estrategias en el aula de clase, que faciliten los procesos de enseñanza-aprendizaje, lo que revertirá en un desarrollo humano integral.
Soulieres, I., Zeffiro, T.A., Girard, M.L. & Mottron, L. (2011). Enhanced mental image mapping in autism. Neuropsychologia, 49, 848–857.
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Characterization of memory in children with autism spectrum disorder without intellectual deficit. An approach to accompanying the teaching-learning processes
Journal article
autism spectrum disorder without accompanying intellectual impairment
memory processes
procedural memory
episodic memory
source memory
Objective. The purpose of this review article is to identify and characterize the memory functioning in children with Autism Spectrum Disorder without intellectual deficit. Methodology. A review in different databases was carried out. Articles resulting from research between 2009 and 2015, whose sample were children and adolescents, were considered as inclusion criteria. Results. It was found that people with autism show impairments in working memory, episodic memory and procedural memory. Conclusions. Recognizing the functioning of the different memory systems in autism spectrum disorder will make possible for the teacher to generate strategies to facilitate teachinglearning processes in the classroom, which will revert to a comprehensive human development.
working memory
https://doi.org/10.17151/10.17151/eleu.2016.14.2
2016-01-01T00:00:00Z
https://revistasojs.ucaldas.edu.co/index.php/eleuthera/article/download/3504/3228
2016-01-01T00:00:00Z
2015-01-01
29
11
2011-4532
2463-1469
10.17151/10.17151/eleu.2016.14.2
institution UNIVERSIDAD DE CALDAS
thumbnail https://nuevo.metarevistas.org/UNIVERSIDADDECALDAS/logo.png
country_str Colombia
collection Eleuthera
title Caracterización de la memoria en niños con trastorno del espectro autista sin déficit intelectual. Una aproximación para el acompañamiento de los procesos de enseñanza-aprendizaje
spellingShingle Caracterización de la memoria en niños con trastorno del espectro autista sin déficit intelectual. Una aproximación para el acompañamiento de los procesos de enseñanza-aprendizaje
Montoya Zuluaga, Paula Andrea
Londoño Herrera, Jennifer Andrea
Zapata García, Tatiana Vanessa
González Zuluaga, Verónica Marcela
Flórez Durango, Ana María
memoria de trabajo
memoria episódica
memoria procedimental
procesos de memoria
autismo sin déficit intelectual
memoria fuente
autism spectrum disorder without accompanying intellectual impairment
memory processes
procedural memory
episodic memory
source memory
working memory
title_short Caracterización de la memoria en niños con trastorno del espectro autista sin déficit intelectual. Una aproximación para el acompañamiento de los procesos de enseñanza-aprendizaje
title_full Caracterización de la memoria en niños con trastorno del espectro autista sin déficit intelectual. Una aproximación para el acompañamiento de los procesos de enseñanza-aprendizaje
title_fullStr Caracterización de la memoria en niños con trastorno del espectro autista sin déficit intelectual. Una aproximación para el acompañamiento de los procesos de enseñanza-aprendizaje
title_full_unstemmed Caracterización de la memoria en niños con trastorno del espectro autista sin déficit intelectual. Una aproximación para el acompañamiento de los procesos de enseñanza-aprendizaje
title_sort caracterización de la memoria en niños con trastorno del espectro autista sin déficit intelectual. una aproximación para el acompañamiento de los procesos de enseñanza-aprendizaje
title_eng Characterization of memory in children with autism spectrum disorder without intellectual deficit. An approach to accompanying the teaching-learning processes
description Objetivo. El propósito del presente artículo de revisión es identificar y caracterizar el funcionamiento de la memoria en niños con Trastorno del Espectro Autista sin déficit intelectual. Metodología. Se realizó una revisión en diferentes bases de datos; se estimó como criterio de inclusión artículos resultado de investigación entre 2009 y 2015, cuya muestra fueran niños y adolescentes. Resultados. Se encontró que las personas con autismo presentan compromisos en la memoria de trabajo, memoria episódica y memoria procedimental. Conclusiones. Reconocer el funcionamiento de los diferentes sistemas de memoria en el Trastorno del Espectro Autista posibilitará al maestro generar estrategias en el aula de clase, que faciliten los procesos de enseñanza-aprendizaje, lo que revertirá en un desarrollo humano integral.
description_eng Objective. The purpose of this review article is to identify and characterize the memory functioning in children with Autism Spectrum Disorder without intellectual deficit. Methodology. A review in different databases was carried out. Articles resulting from research between 2009 and 2015, whose sample were children and adolescents, were considered as inclusion criteria. Results. It was found that people with autism show impairments in working memory, episodic memory and procedural memory. Conclusions. Recognizing the functioning of the different memory systems in autism spectrum disorder will make possible for the teacher to generate strategies to facilitate teachinglearning processes in the classroom, which will revert to a comprehensive human development.
author Montoya Zuluaga, Paula Andrea
Londoño Herrera, Jennifer Andrea
Zapata García, Tatiana Vanessa
González Zuluaga, Verónica Marcela
Flórez Durango, Ana María
author_facet Montoya Zuluaga, Paula Andrea
Londoño Herrera, Jennifer Andrea
Zapata García, Tatiana Vanessa
González Zuluaga, Verónica Marcela
Flórez Durango, Ana María
topicspa_str_mv memoria de trabajo
memoria episódica
memoria procedimental
procesos de memoria
autismo sin déficit intelectual
memoria fuente
topic memoria de trabajo
memoria episódica
memoria procedimental
procesos de memoria
autismo sin déficit intelectual
memoria fuente
autism spectrum disorder without accompanying intellectual impairment
memory processes
procedural memory
episodic memory
source memory
working memory
topic_facet memoria de trabajo
memoria episódica
memoria procedimental
procesos de memoria
autismo sin déficit intelectual
memoria fuente
autism spectrum disorder without accompanying intellectual impairment
memory processes
procedural memory
episodic memory
source memory
working memory
citationvolume 14
citationedition , Año 2016 : Enero - Junio
publisher Vicerrectoría de Investigaciones y Posgrados, Universidad de Caldas
ispartofjournal Eleuthera
source https://revistasojs.ucaldas.edu.co/index.php/eleuthera/article/view/3504
language Español
format Article
rights https://creativecommons.org/licenses/by-nc-sa/4.0/
info:eu-repo/semantics/openAccess
http://purl.org/coar/access_right/c_abf2
references Boucher, J. & Warrington, E.K. (1976). Memory deficits in early infantile autism: some similarities to the amnesic syndrome. British Journal of Psychology, 67(1), 73-87.
Goswami, U. (May, 2006). Neuroscience and education: from research to practice? Nature Reviews Neuroscience, 7, 406-413. doi: 10.1038/nrn1907
Bowler, D.M., Gardiner, J.M. & Grice, S.J. (2000). Episodic memory and remembering in adults with Asperger´s syndrome. Journal of Autism and Developmental Disorders, 30(4), 295-304.
Brandimonte, M.A., Einstein, G.O. & McDaniel, M.A. (1996). Prospective memory: Theory and applications. Mahwah, NJ: Lawrence Erlbaum.
Salcedo, M., Moreno, J., Ruiz, M. & Ferrin, M. (2013). Evaluation of Planning Dysfunction in Attention Deficit Hyperactivity Disorder and Autistic Spectrum Disorders Using the Zoo Map Task. Child Psychiatry Hum Dev, 44, 166–185. doi: 10.1007/s10578-012-0317-y
Schuh & Eigsti. (2012). Working Memory, Language Skills, and Autism Symptomatology. Behavioral Sciences, 2, 207-218.doi:10.3390/bs2040207
So, W., Lui, M., Wong, T. & Sit, L. (2015). The Use of Hand Gestures to Communicate About Nonpresent Objects in Mind among Children with Autism Spectrum Disorder. Journal of Speech, Language, and Hearing Research, 58, 373–382.doi: 10.1044/2015_JSLHR-L-14-0213
Solovieva, Y. (2014). Intervención neuropsicológica infantil: diversidad de posibilidades. Revista Chilena de Neuropsicología, 9(2), 46-48.
Southwick, J.S., Bigler, E.D., Froehlich, A., DuBray, M.B., Alexander, A.L., Lange, N. & Lainhart, J.E. (2011). Memory Functioning in Children and Adolescents with Autism. Neuropsychology, 25(6), 702–710
Baddeley, A. & Hitch, G. (1974). Working memory. In G.H. Bower, (Ed.), The psychology of learning and motivation: Advances in research and theory (pp. 47–90). New York, United States: Academic Press.
Altgassen, M., Schmitz-Hu¨bsch, M. & Kliegel, M. (2010). Event-based prospective memory performance in autism spectrum disorder. Journal of Neurodevelopmental Disorders, 2, 2–8. http://dx.doi.org/10.1007/s11689-009-9030-y.
Boucher, J. (1981). Immediate free recall in early childhood autism: Another point of behavioural similarity with the amnesic syndrome. British Journal of Psychology, 72, 211-215.
Boucher, J., Mayes, A. & Bigham, S. (2006). Memory in autistic spectrum disorder. Psychol Bull, 138(3), 458-96. doi: 10.1037/a0026869.
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