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
Titulo:

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

Guardado en:

Eleuthera

2011-4532

2463-1469

Montoya Zuluaga, Paula Andrea

Zapata García, Tatiana Vanessa

Londoño Herrera, Jennifer Andrea

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 fuente

autismo sin déficit intelectual

procesos de memoria

memoria procedimental

memoria episódica

memoria de trabajo

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

info:eu-repo/semantics/openAccess

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
Goswami, U. (May, 2006). Neuroscience and education: from research to practice? Nature Reviews Neuroscience, 7, 406-413. doi: 10.1038/nrn1907
McGonigle-Chalmers. & McSweeney, M. (2013). The Role of Timing in Testing Nonverbal IQ in Children with ASD. Journal of Autism, & Developmental Disorders, 43(1), 80-90.doi:10.1007/s10803-012-1545-5
Mattison, M., Dando, C. & Ormerod, T. (2014). Sketching to Remember: Episodic Free Recall Task Support for Child Witnesses and Victims with Autism Spectrum Disorder. J Autism DevDisord, 45(6),1751-65. doi: 10.1007/s10803-014-2335-z
Margulis, L. (2009). Funcionamiento de los sistemas de memoria en niños con Trastorno Autista y Trastorno de Asperger. Revista Argentina de Neuropsicología, 13, 29-48.
Mammarellaa, I., Giofre, D., Caviola, S., Cornoldi, C. & Hamilton, C. (2014). Visuospatial working memory in children with autism: The effect of a semantic global organization. Research in DevelopmentalDisabilities, 35, 1349-1356. doi: 10.1016/j.ridd.2014.03.030
Maister, L. & Plaisted-Grant, K. (2011). Time perception and its relationship to memory in Autism Spectrum Conditions. Developmental Science, 1311– 1322. doi: 10.1111/j.1467-7687.2011.01077.x
Lind, S., & Bowler, D. (2009). Recognition Memory, Self-Other Source Memory,and Theory of Mind in Children with Autism Spectrum Disorder. J Autism DevDisord, 39, 1231–1239. doi 10.1007/s10803-009-0735-2
Lelii, S. & Wellman, H. (2012). Delayed Self Recognition in Autism: A Unique Difficulty? Res Autism SpectrDisord, 6(1), 212–223. doi: 10.1016/j.rasd.2011.05.002
Lai, M.C., Lombardo, M.V., Pasco, G., Ruigrok, A.N., Wheelwright, S.J., Sadek, S.A. et al. (2011). A behavioral comparison of male and female adults with high functioning autism spectrum conditions. PLoS ONE, 6(6), e20835.
Jones, C., Happe, F., Pickles A., Marsden, A., Tregay, J., Baird G., Simonoff, E. & Charman, T. (2011). Everyday Memory’ Impairments in Autism Spectrum Disorders. Journal Autism DevelopmentDisord, 41, 455–464 doi:10.1007/s10803-010-1067-y.
Jiang, Y., Capistrano, C. & Palm, B. (2014). Spatial Working Memory in Children with High-Functioning Autism: Intact Configural Processing But Impaired Capacity. Journal of Abnormal Psychology, 123 (1), 248–257.doi: 10.1037/a0035420
Johnson, M.K., Hashtoudi, S. & Lindsay, D.S. (1993). Source monitoring. Psychological Bulletin, 114, 3–28. doi: 10.1037/ 0033-2909.114.1.3.
Goddard, L., Dritschel, B. & Howlin, P. (2014). A Preliminary Study of Gender Differences in Autobiographical Memory in Children with an Autism Spectrum Disorder.J Autism DevDisord, 44, 2087–2095. doi: 10.1007/s10803-014-2109-7
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Publication
memoria fuente
Vicerrectoría de Investigaciones y Posgrados, Universidad de Caldas
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.
Artículo de revista
, Año 2016 : Enero - Junio
14
autismo sin déficit intelectual
procesos de memoria
memoria procedimental
https://revistasojs.ucaldas.edu.co/index.php/eleuthera/article/view/3504
memoria episódica
memoria de trabajo
Montoya Zuluaga, Paula Andrea
Zapata García, Tatiana Vanessa
Londoño Herrera, Jennifer Andrea
González Zuluaga, Verónica Marcela
Flórez Durango, Ana María
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.
Eleuthera
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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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https://creativecommons.org/licenses/by-nc-sa/4.0/
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.
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.
working 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.
source memory
episodic memory
procedural memory
memory processes
autism spectrum disorder without accompanying intellectual impairment
Journal article
Characterization of memory in children with autism spectrum disorder without intellectual deficit. An approach to accompanying the teaching-learning processes
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
Zapata García, Tatiana Vanessa
Londoño Herrera, Jennifer Andrea
González Zuluaga, Verónica Marcela
Flórez Durango, Ana María
memoria fuente
autismo sin déficit intelectual
procesos de memoria
memoria procedimental
memoria episódica
memoria de trabajo
working memory
source memory
episodic memory
procedural memory
memory processes
autism spectrum disorder without accompanying intellectual impairment
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
Zapata García, Tatiana Vanessa
Londoño Herrera, Jennifer Andrea
González Zuluaga, Verónica Marcela
Flórez Durango, Ana María
author_facet Montoya Zuluaga, Paula Andrea
Zapata García, Tatiana Vanessa
Londoño Herrera, Jennifer Andrea
González Zuluaga, Verónica Marcela
Flórez Durango, Ana María
topicspa_str_mv memoria fuente
autismo sin déficit intelectual
procesos de memoria
memoria procedimental
memoria episódica
memoria de trabajo
topic memoria fuente
autismo sin déficit intelectual
procesos de memoria
memoria procedimental
memoria episódica
memoria de trabajo
working memory
source memory
episodic memory
procedural memory
memory processes
autism spectrum disorder without accompanying intellectual impairment
topic_facet memoria fuente
autismo sin déficit intelectual
procesos de memoria
memoria procedimental
memoria episódica
memoria de trabajo
working memory
source memory
episodic memory
procedural memory
memory processes
autism spectrum disorder without accompanying intellectual impairment
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 http://purl.org/coar/access_right/c_abf2
info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/4.0/
references Goswami, U. (May, 2006). Neuroscience and education: from research to practice? Nature Reviews Neuroscience, 7, 406-413. doi: 10.1038/nrn1907
McGonigle-Chalmers. & McSweeney, M. (2013). The Role of Timing in Testing Nonverbal IQ in Children with ASD. Journal of Autism, & Developmental Disorders, 43(1), 80-90.doi:10.1007/s10803-012-1545-5
Mattison, M., Dando, C. & Ormerod, T. (2014). Sketching to Remember: Episodic Free Recall Task Support for Child Witnesses and Victims with Autism Spectrum Disorder. J Autism DevDisord, 45(6),1751-65. doi: 10.1007/s10803-014-2335-z
Margulis, L. (2009). Funcionamiento de los sistemas de memoria en niños con Trastorno Autista y Trastorno de Asperger. Revista Argentina de Neuropsicología, 13, 29-48.
Mammarellaa, I., Giofre, D., Caviola, S., Cornoldi, C. & Hamilton, C. (2014). Visuospatial working memory in children with autism: The effect of a semantic global organization. Research in DevelopmentalDisabilities, 35, 1349-1356. doi: 10.1016/j.ridd.2014.03.030
Maister, L. & Plaisted-Grant, K. (2011). Time perception and its relationship to memory in Autism Spectrum Conditions. Developmental Science, 1311– 1322. doi: 10.1111/j.1467-7687.2011.01077.x
Lind, S., & Bowler, D. (2009). Recognition Memory, Self-Other Source Memory,and Theory of Mind in Children with Autism Spectrum Disorder. J Autism DevDisord, 39, 1231–1239. doi 10.1007/s10803-009-0735-2
Lelii, S. & Wellman, H. (2012). Delayed Self Recognition in Autism: A Unique Difficulty? Res Autism SpectrDisord, 6(1), 212–223. doi: 10.1016/j.rasd.2011.05.002
Lai, M.C., Lombardo, M.V., Pasco, G., Ruigrok, A.N., Wheelwright, S.J., Sadek, S.A. et al. (2011). A behavioral comparison of male and female adults with high functioning autism spectrum conditions. PLoS ONE, 6(6), e20835.
Jones, C., Happe, F., Pickles A., Marsden, A., Tregay, J., Baird G., Simonoff, E. & Charman, T. (2011). Everyday Memory’ Impairments in Autism Spectrum Disorders. Journal Autism DevelopmentDisord, 41, 455–464 doi:10.1007/s10803-010-1067-y.
Jiang, Y., Capistrano, C. & Palm, B. (2014). Spatial Working Memory in Children with High-Functioning Autism: Intact Configural Processing But Impaired Capacity. Journal of Abnormal Psychology, 123 (1), 248–257.doi: 10.1037/a0035420
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