Autistic traits as a mediator between visual working memory capacity and enhanced performance in visual-perceptual tasks in children with ASD.

IF 1.4 4区心理学 Q4 CLINICAL NEUROLOGY

Applied Neuropsychology: Child Pub Date : 2024-03-07 DOI:10.1080/21622965.2024.2324988

Suad Mohammed Omar Abuzaid

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Abstract

The present study aimed to identify autistic traits as a mediator between visual working memory capacity and enhanced performance in visual-perceptual tasks in children with ASD. One hundred-forty children, ages 4-6 years, participated in this study (mean age = 5.34 ± 4.11, 98 males). They were recruited from Taiba Specialized Centers for the Care of People with Special Needs in Saudi Arabia. A correlational design was used to identify the mediating role of autistic traits in the relationship between visual working memory capacity and enhanced performance in visual-perceptual tasks in children with ASD. The present study developed a theoretical model that incorporated autistic traits as a mediator between visual working memory capacity and enhanced performance in visual-perceptual tasks in children with ASD. The study findings indicate that: (1) A significant positive correlation exists between autistic traits and visual working memory capacity; (2) A significant positive correlation exists between autistic traits and enhanced performance in visual-perceptual tasks; (3) The relationship between visual working memory capacity and enhanced performance is mediated by autistic traits.

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自闭症特质是自闭症儿童视觉工作记忆能力与视觉感知任务成绩提高之间的中介。

本研究旨在确定自闭症特质是自闭症儿童视觉工作记忆能力与视觉感知任务表现提高之间的中介因素。参加本研究的儿童有 140 名，年龄在 4-6 岁之间（平均年龄为 5.34 ± 4.11，男性 98 名）。这些儿童来自沙特阿拉伯的塔伊巴特殊需要者护理专业中心。本研究采用相关性设计，以确定自闭症特质在视觉工作记忆能力与自闭症儿童视觉感知任务表现提高之间的中介作用。本研究建立了一个理论模型，将自闭症特质作为自闭症儿童视觉工作记忆能力与视觉感知任务成绩提高之间的中介因素。研究结果表明(1) 自闭症特质与视觉工作记忆能力之间存在明显的正相关；(2) 自闭症特质与视觉感知任务中的强化表现之间存在明显的正相关；(3) 视觉工作记忆能力与强化表现之间的关系是由自闭症特质中介的。

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来源期刊

Applied Neuropsychology: Child CLINICAL NEUROLOGY-PSYCHOLOGY

CiteScore

4.00

自引率

5.90%

发文量

期刊介绍： Applied Neuropsychology: Child publishes clinical neuropsychological articles concerning assessment, brain functioning and neuroimaging, neuropsychological treatment, and rehabilitation in children. Full-length articles and brief communications are included. Case studies of child patients carefully assessing the nature, course, or treatment of clinical neuropsychological dysfunctions in the context of scientific literature, are suitable. Review manuscripts addressing critical issues are encouraged. Preference is given to papers of clinical relevance to others in the field. All submitted manuscripts are subject to initial appraisal by the Editor-in-Chief, and, if found suitable for further considerations are peer reviewed by independent, anonymous expert referees. All peer review is single-blind and submission is online via ScholarOne Manuscripts.