P-1246 - Functional specificities of semantic memory between early-onset-schizophrenia and autism spectrum disorder: quantitative and qualitative analyses of verbal fluency task

2012 ◽  
Vol 27 ◽  
pp. 1
Author(s):  
G. Iakimova ◽  
S. Serret ◽  
F. Askenazy
2017 ◽  
Vol 41 (S1) ◽  
pp. S457-S458
Author(s):  
N. Zvereva ◽  
N. Simashkova ◽  
A. Koval-Zaitsev

IntroductionAutism spectrum disorder and early onset schizophrenia have many similar symptoms, however, these are different disorders. It is important to identify the main similarities\differences in the structure of cognitive impairment to define further assistance these children correctly. We distinguished two options for cognitive defect (total and partial) in children with schizophrenia.AimsComparison of cognitive functions at children with autism spectrum disorder and early onset schizophrenia.ObjectivesTwo groups with autism spectrum disorder (ASD1 – 22 patients of MHRC mean age 8.9; ASD2 – 27 pupils of special school mean age 7,4). Two groups with early onset schizophrenia (F20.8 – 16 patients of MHRC mean age 10,2; F21 – 18 patients of MHRC mean age 10.0).MethodsBattery of pathopsychological tests for assessing cognitive functions (memory, attention, thinking), test figures of Leeper for visual perception. Z-scales were used for estimation of cognitive deficit or defect.ResultsPatients demonstrate variety of cognitive functioning. Normal cognitive functioning: ASD1* – 22%, F20.8 – 18%, F21* – 50% (* – P ≤ 0.05); partial cognitive defect: ASD1 – 27%, F20.8 – 18%, F21 – 22%; total cognitive defect: ASD1** – 50%, F20.8 – 64%, F21** – 27% (** – P ≤ 0.01). ASD1 and F20 were the worth in thinking. Children ASD1 and ASD2 demonstrate similar success in recognizing Leeper's figures.ConclusionsThere are some common features of cognitive development in children with severe forms of ASD and early onset schizophrenia, first of all in thinking.No significant differences obtained between severe – mild forms of autistic disorders in visual perception (ASD1 and ASD2).Disclosure of interestThe authors have not supplied their declaration of competing interest.


2019 ◽  
Vol 6 (4) ◽  
pp. 191-199
Author(s):  
Elena Pellitero Sánchez

ABSTRACTThere's some controversy about memory disorders in teenagers with High-Functioning Autism Spectrum Disorder. Some researches maintain that the semantic memory remains intact while the episodic memory is the most affected system in comparison with Normal Development teenagers; however there are no researches connecting both kinds of memory in a single analysis. The purpose of this study was to evaluate if the episodic recognition improved when semantic keys where autogenerated in the coding phase in these teenagers. The results produced shown that there aren't statistically significant differences between the category's autogeneration compared to the absence of category's autogeneration in the episodic recall.RESUMENExiste controversia acerca de las alteraciones del funcionamiento de la memoria en adolescentes con trastorno del espectro del autismo de alto funcionamiento. Algunas investigaciones sostienen que la memoria semántica está intacta mientras que la memoria episódica es el sistema más afectado en comparación con adolescentes con desarrollo normal; sin embargo no hay estudios que relacionen ambos tipos de memoria en un solo análisis. El  objetivo de este estudio fue evaluar si el reconocimiento episódico mejoraba al autogenerar claves semánticas en la fase de codificación en estos adolescentes. Los resultados mostraron que no hay diferencias estadísticamente significativas entre la autogeneración de la categoría en comparación con la ausencia de la autogeneración de la categoría en el recuerdo episódico.


Author(s):  
Dr. Manuel Ojea Rúa

Este estudio presenta el análisis de la efectividad de un programa, cuya finalidad es facilitar el desarrollo de la memoria semántica y sus relaciones en estudiantes con trastorno del espectro autista, diseñado bajo los principios teóricos de la teoría de la percepción y la teoría de la coherencia central cognitiva. Para llevarlo a cabo, se ha utilizado un diseño experimental pretests-programa-postests de dos grupos, uno experimental y otro de control, en el cual han participado 14 estudiantes de 13 años de edad, distribuidos equitativamente entre ambos grupos. Los resultados muestran que el programa responde positivamente a los objetivos de la investigación, ya que los estudiantes que integran el grupo experimental han mejorado significativamente en relación con sus pares del grupo control. Development of semantic memory ability through the training of related networks in students with autism spectrum disorder Abstract Study presents the analysis of the efficacy of a program to issue the development of semantic memory and relationships in students with autism spectrum disorder, designed the theoretical principles of the theory of perception and theory of central cognitive coherence. To do this study, a pre-tests-program-pos-tests experimental design of two groups, an experimental group and a control group, in which 14 students participate, of 13 years, equally distributed between both groups. The results show that the program responds positively to the objectives of the research, since the students the experimental group has improved the significantly compared with the pairs of the control group. Recibido: 17 de marzo de 2017Aceptado: 26 de junio de 2017


2018 ◽  
Vol 114 (suppl_1) ◽  
pp. S19-S19
Author(s):  
A Kiselev ◽  
T Kornishina ◽  
A Sergushichev ◽  
N Smolina ◽  
A Klyushina ◽  
...  

2012 ◽  
Vol 45 (4) ◽  
pp. 583-591 ◽  
Author(s):  
Jyoti Pooni ◽  
Aafke Ninteman ◽  
Rachel Bryant-Waugh ◽  
Dasha Nicholls ◽  
William Mandy

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