Effects of Instructor Gender, Visual, and Auditory Melodic Recorded Instruction on Sequential Working Memory Recall in Individuals with and without Autism Spectrum Disorder
DOI :
https://doi.org/10.15845/voices.v19i2.2598Mots-clés :
Autism Spectrum Disorder, visual sequential memory, melody, genderRésumé
Effets de Sexe, Enregistrée Mélodique, les éléments Visuels et Auditifs de l'Instructeur/rice sur le Rappel Séquentiel Chez des Personnes avec ou sans Trouble du Spectre Autistique
Il n’ya pas assez d’investigation empirique concernant l’effet du sexe du thérapeute et des aspects de l’instruction mélodique visuelle et auditive sur la mémoire de travail chez les personnes atteintes de troubles du spectre autistique (TSA). Le but de cette étude était d’examiner les effets du genre d’instructeur et de l’instruction mélodique visuelle et auditive sur la mémoire de travail chez les personnes atteintes de TSA. Les participants (n = 38 personnes atteintes de TSA et n = 18 étudiants universitaires neurotypiques [NT]) ont visionné ou écouté quatre séquences mélodiques de sept mots monosyllabiques randomisés chantés par des instructeurs féminins et masculins. Pour évaluer la mémoire de travail, les tâches des participants consistaient à rappeler séquentiellement les informations appariées présentées dans chaque condition. Il n'y avait pas de différence significative au sein du groupe entre les conditions des instructeurs masculins et féminins et les instructions visuelles et auditives ou uniquement mélodiques. Bien que non significative, les participants avaient tendance à avoir un rappel moyen légèrement plus élevé pour l'instructeur masculin présentant un état de stimuli visuel et auditif et un rappel moyen inférieur pour l'instructeur ayant une condition de stimulus auditifs uniquement. Il y avait une différence significative entre les groupes, le groupe NT ayant une plus grande précision de rappel que le groupe ASD. Indépendamment du groupe ou de la condition, les participants ont tendance à avoir une plus grande précision de rappel aux positions série primaire et récence. Étant donné que les individus atteints de TSA peuvent avoir des problèmes d'apprentissage uniques, les informations associées à la musique peuvent être transmises de manière multisensorielle afin d'augmenter les chances de rappel et d'apprentissage ultérieur. Implications pour la pratique clinique, limitations de l'étude et suggestions pour des recherches futures sont fournies.
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© Edward Todd Schwartzberg, Michael J Silverman 2019
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