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

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Eleuthera

2011-4532

2463-1469

Flórez Durango, Ana María

González Zuluaga, Verónica Marcela

Londoño Herrera, Jennifer Andrea

Zapata García, Tatiana Vanessa

Montoya Zuluaga, Paula Andrea

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

memoria fuente

procesos de memoria

autismo sin déficit intelectual

info:eu-repo/semantics/openAccess

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
Characterization of memory in children with autism spectrum disorder without intellectual deficit. An approach to accompanying the teaching-learning processes
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.
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.
Flórez Durango, Ana María
González Zuluaga, Verónica Marcela
Londoño Herrera, Jennifer Andrea
Zapata García, Tatiana Vanessa
Montoya Zuluaga, Paula Andrea
memoria de trabajo
memoria episódica
memoria procedimental
memoria fuente
procesos de memoria
autismo sin déficit intelectual
working memory
episodic memory
procedural memory
source memory
memory processes
autism spectrum disorder without accompanying intellectual impairment
14
, Año 2016 : Enero - Junio
Artículo de revista
Journal article
2016-01-01T00:00:00Z
2016-01-01T00:00:00Z
2015-01-01
application/pdf
Vicerrectoría de Investigaciones y Posgrados, Universidad de Caldas
Eleuthera
2011-4532
2463-1469
https://revistasojs.ucaldas.edu.co/index.php/eleuthera/article/view/3504
10.17151/10.17151/eleu.2016.14.2
https://doi.org/10.17151/10.17151/eleu.2016.14.2
spa
https://creativecommons.org/licenses/by-nc-sa/4.0/
11
29
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https://revistasojs.ucaldas.edu.co/index.php/eleuthera/article/download/3504/3228
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Publication
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
Flórez Durango, Ana María
González Zuluaga, Verónica Marcela
Londoño Herrera, Jennifer Andrea
Zapata García, Tatiana Vanessa
Montoya Zuluaga, Paula Andrea
memoria de trabajo
memoria episódica
memoria procedimental
memoria fuente
procesos de memoria
autismo sin déficit intelectual
working memory
episodic memory
procedural memory
source 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 Flórez Durango, Ana María
González Zuluaga, Verónica Marcela
Londoño Herrera, Jennifer Andrea
Zapata García, Tatiana Vanessa
Montoya Zuluaga, Paula Andrea
author_facet Flórez Durango, Ana María
González Zuluaga, Verónica Marcela
Londoño Herrera, Jennifer Andrea
Zapata García, Tatiana Vanessa
Montoya Zuluaga, Paula Andrea
topicspa_str_mv memoria de trabajo
memoria episódica
memoria procedimental
memoria fuente
procesos de memoria
autismo sin déficit intelectual
topic memoria de trabajo
memoria episódica
memoria procedimental
memoria fuente
procesos de memoria
autismo sin déficit intelectual
working memory
episodic memory
procedural memory
source memory
memory processes
autism spectrum disorder without accompanying intellectual impairment
topic_facet memoria de trabajo
memoria episódica
memoria procedimental
memoria fuente
procesos de memoria
autismo sin déficit intelectual
working memory
episodic memory
procedural memory
source 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 spa
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
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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
Altgassen, M., Williams, T., Bölte, S. & Kliegel, M. (2009) Time-Based Prospective Memory in Children with Autism Spectrum Disorder. Brain impairment, 10(1), 52–58
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.
Andersen, P. N., Hovik, K. T., Skogli, E. W., Egeland, J., & Oie, M. (2013). Symptoms of ADHD in Children with High-Functioning Autism Are Related to Impaired Verbal Working Memory and Verbal Delayed Recall. PLoS ONE 8(5): e64842. doi:10.1371/journal.pone.0064842
Andreano, J.M. & Cahill, L. (2009). Sex influences on the neurobiology of learning and memory. Learning and Memory, 16(4), 248–266.
Baddeley, A. (1999). Memoria humana, teoría y práctica. Aravaca, España: McGraw-Hill
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.
Baddeley, A.D. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4, (11), 417-423.
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
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
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.
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.
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