Abstract
While many studies have reported working memory (WM) impairments in autism spectrum disorders, others do not. Sample characteristics, WM domain, and task complexity likely contribute to these discrepancies. Although deficits in visuospatial WM have been more consistently documented, there is much controversy regarding verbal WM in autism. The goal of the current study was to explore visuospatial and verbal WM in a well-controlled sample of children with high-functioning autism (HFA) and typical development. Individuals ages 9–17 with HFA (n = 18) and typical development (n = 18), were carefully matched on gender, age, IQ, and language, and were administered a series of standardized visuospatial and verbal WM tasks. The HFA group displayed significant impairment across WM domains. No differences in performance were noted across WM tasks for either the HFA or typically developing groups. Over and above nonverbal cognition, WM abilities accounted for significant variance in language skills and symptom severity. The current study suggests broad WM limitations in HFA. We further suggest that deficits in verbal WM are observed in more complex tasks, as well as in simpler tasks, such as phonological WM. Increased task complexity and linguistic demands may influence WM abilities.
Highlights
The autism spectrum disorders (ASD) are a set of severe neurodevelopmental disorders characterized by striking impairments in social interaction, language and communication, and the presence of restricted and repetitive behaviors and circumscribed interests
Data were examined for outliers; data from two high-functioning autism (HFA) participants from the Letter-Number Sequencing subtest were excluded as they performed more than two standard deviations from the HFA group mean (1 lower, 1 higher)
A 2 × 4 (WM task z-scores) repeated measures ANOVA indicated a significant main effect of group, F (2, 36) = 26.69, p < 0.001, η2p = 0.46, with the TD group scoring higher than the HFA group across all working memory (WM) measures
Summary
The autism spectrum disorders (ASD) are a set of severe neurodevelopmental disorders characterized by striking impairments in social interaction, language and communication, and the presence of restricted and repetitive behaviors and circumscribed interests. Some researchers have proposed that deficits in executive functions, which allow for the allocation of attentional and cognitive resources, may underlie and influence this triad of impairments [1,2]. A wide range of executive functioning deficits has been noted in ASD (for reviews, see [3,4]). An essential feature of executive functioning is the ability to maintain and update representations over time, a process known as working memory (WM). While some previous research on ASD links social skills to WM [5], there is still controversy about the presence or specificity of WM impairments in ASD. Many studies find deficits [6,7,8,9,10] while others do not [11,12,13]
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