Working memory in pre-school children with autism spectrum disorder: An eye-tracking study.

Working memory (WM) was examined in pre-school children with Autism spectrum disorder (ASD) and children with typical development using eye-tracking technology. The children were presented with a digital A-not-B task (with a short and a long waiting condition) where they passively viewed animations of a moving train. Moreover, the current study investigated the relationship between non-verbal mental age (NVMA) and the performance on the task. No group differences were found in the average looking durations between the ASD and typically developing (TD) groups on either the short or long waiting conditions. Although the NVMA of the ASD group was lower than that of the TD group there were no correlations between NVMA and task performance in either group. The results suggest that WM in young children with ASD might not be different from that of TD children. However, the results might be due to ceiling effects of the task and thus needs to be further investigated.

Investigating Cognitive Flexibility in Preschool Children With Autism Spectrum Disorder.

The current study investigated cognitive flexibility in preschool children with Autism Spectrum Disorder (ASD) and those with typical development using the Reverse Categorization (RC) task and the Dimensional Change Card Sort (DCCS) task. We further examined the relationship between non-verbal mental age (NVMA) and the performance on the two tasks. While no significant difference in performance on the RC task between the two groups was found, significantly more children in the typical developing group passed the DCCS task than children in the ASD group. NVMA was found to correlate with performance in both tasks in the typical developing group but not in the ASD group. When the children were matched on NVMA, no differences in task performance between the two groups were found. The current study found the disparity in performance in two groups on the RC and the DCCS tasks, hence illuminating the importance related to the selection of tasks when studying cognitive flexibility in preschool children with ASD. The study also cast some light on the involvement of NVMA in the performance on the RC and DCCS tasks.

Proactive and reactive sequential effects on selective attention.

Sequences of events can affect selective attention either through proactive mechanisms, through reactive mechanisms, or through a combination of the two. The current study examined electrophysiological responses to both prime and target stimuli in a primed dichotic listening task. Each trial presented a distractor prime syllable followed by two simultaneous syllables, and participants were asked to report one of the simultaneous syllables. Trials where the participant reported the non-primed syllable showed more negative event-related potentials at prime presentation, which may indicate inhibition of the prime representation. Trials where the participant reported the primed syllable showed more negative event-related potentials at target presentation, which may indicate cognitive conflict and effortful response selection. In context of current theories, the data suggest that the interplay of a proactive inhibition bias and a reactive potential for conflict is involved in causing sequential effects on selective attention mechanisms.