Different Verbal Learning Strategies in Autism Spectrum Disorder: Evidence from the Rey Auditory Verbal Learning Test

被引：25

作者：

Bowler, Dermot M. ^{[1
]}

Limoges, Elyse ^{[2
]}

Mottron, Laurent ^{[2
]}

机构：

[1] City Univ London, Dept Psychol, Autism Res Grp, London EC1V 0HB, England

[2] Hop Riviere Prairies, Clin Specialisee TED, Montreal, PQ, Canada

来源：

JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS | 2009年 / 39卷 / 06期

基金：

英国医学研究理事会; 英国惠康基金;

关键词：

High-functioning ASD; Verbal learning; Free recall; Serial position effects; Memory; FREE-RECALL; ASPERGERS-SYNDROME; MEMORY; CHILDREN; ADULTS; DYSFUNCTION; ADOLESCENTS; DEFICITS;

D O I：

10.1007/s10803-009-0697-4

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

The Rey Auditory Verbal Learning Test, which requires the free recall of the same list of 15 unrelated words over 5 trials, was administered to 21 high-functioning adolescents and adults with autism spectrum disorder (ASD) and 21 matched typical individuals. The groups showed similar overall levels of free recall, rates of learning over trials and subjective organisation of their recall. However, the primacy portion of the serial position curve of the ASD participants showed slower growth over trials than that of the typical participants. The implications of this finding for our understanding of memory in ASD are discussed.

引用

页码：910 / 915

页数：6

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