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The relationship between autism and memory, specifically memory functions in relation to autism spectrum disorder (ASD), is an ongoing topic of research. ASD is a neurodevelopmental disorder characterised by social communication and interaction impairments, along with restricted and repetitive patterns of behavior.
For example, overly loud or high-pitched speech can come across to listeners as overly forceful while slow or nasal speech creates an impression of condescension. [9] These attributions, which are commonly found in patients with ASD, [9] partially account for why stilted speech has been considered a diagnostic criterion for the disorder. [8]
One example found in the literature is J.S., with high functioning autism. J.S. has no episodic memory (which is highly associative or relational in nature) and must rely on memorizing facts. He will memorize entire conversations, so as to remember even general content later.
[1] [2] In some cases, students, with prompting, produce results in a language other than the one he or she has been exposed, indicating facilitator, rather than student authorship. [1] Facilitators, sympathetic to the RPM goals of ensuring student success, may unknowingly, unintentionally, or unconsciously move the letter board to achieve the ...
The researchers proposed several possible reasons for the children's difficulties including "a possible lack of understanding of the semantic associations of the icons; a lack of conceptual knowledge required to understand multiple associations; and limited knowledge of parts of speech (several icon combinations required the use of a speech ...
Autism is diagnosed in about 1 in 36 children, and in an estimated 2.2% of adults nationwide, according to the Centers for Disease Control and Prevention, which defines autism as a ...
One example is speech practice, a strategy where the participant listens and reproduces the word in order to assist in remembering and decrease the likelihood of forgetting . [19] Bilingualism can increase an individual's cognitive abilities and contribute to their success in fast mapping words, even when they are using a nonnative language.
The speech was presented in a monotone with no cues (such as pauses, intonation, etc.) to word boundaries other than the statistical probabilities. Within a word, the transitional probability of two syllable pairs was 1.0: in the word bidaku, for example, the probability of hearing the syllable da immediately after the syllable bi was 100%.