terms and models TERM 2 Flashcards

Question

specific experimental designs

Answer 1

face perception ToM response inhibition (go-no go)

Answer 2

genetic test to confirm - blood tests identify absence of ELN gene FISH test - fluorescent in-situ hybridization

Answer 3

screening pregnancies - 12 weeks 'combined' test: blood tests and nuchal translucency scan (checks build up of fluid behind the neck) if high risk, given amniocentesis to confirm

Answer 4

comorbidity between ADHD and autism - 70% but listed as two separate conditions in DSM-5

Answer 5

referral then assessment Repetitive movements, use of objects, ritualised patterns and speech Fixated interests that are intensely abnormal Hyper or hypoactivity to sensory input or unusual interest in sensory aspects of the environment PERSISTENT DEFICITS IN SOCIAL COMMUNICATION AND SOCIAL INTERACTION ACORSS CONTEXTS

Answer 6

standardised tests: conners rating scales - 3 forms = parent, teacher, self-report - converted to t-scores strengths and difficulties questionnaire inattention, hyperactivity, impulsivity

Answer 7

ADOS - autism diagnostic observational schedule = semi-structured interview to study presence/absence of certain behaviours - map behaviours into coding section of the manual and calculate pp score ADI - autism diagnostic inventory M-CHAT screening on children, study = 114x more likely to be diagnosed with autism when screening was positive (may not be accurate)

Answer 8

autism - 5.5 years asbergers - 11 years

Answer 9

autism - 18 months asperges - 30 months

Answer 10

1 in 5 children with older sibling with autism will go on to be diagnosed

Answer 11

12 months - low risk group had higher coherence in the brain repeated with same group and found similar results biomarker = level of coherence

Answer 12

neurotypical - more time looking at people ASC - looked at geometric patterns

Answer 13

optical imaging method light that doesn't exit the cortex has been absorbed main absorber of near-infrared light= Hb infants with higher chance of having ASC (sibling with ASC) had reduced activity in temporal cortex in response to social stimuli

Answer 14

2008 - 1 in 88 2010 - 1 in 68 2012 - 1 in 69 2014 - 1 in 58

Answer 15

co-occurence = monozygotic twins = 77%, dizygotic twins = 31% co-occurs with other genetic conditions broad autism phenotype - increase in autistic features seen in MIAFS (multi-incidence of autism families) and SIAFs (single incidence of autism families) AUTISTIC TRAITS TOO MILD TO ALLOW DIAGNOSIS (seen in relatives to autistic person - without diagnosis)

Answer 16

macrocephaly - advanced bone growth 1 in 14,000 deletions on chromosome 5 including NSD1 gene 83% with sotos score above clinical cut-off for ASC

Answer 17

65 different genes associated not one single gene - possible interactions between genes 10-20% of ASC cases are associated to genetic abnormality

Answer 18

observation of human populations to infer the environmental cause of a condition important to avoid bad science

Answer 19

suggested link between autism and MMR vaccine more people then contracted measles no real evidence found in repeat studies with larger sample of 650,000 people

Answer 20

prenatal viral infection/ stress maternal diabetes/ obesity teratogens pollution pesticide exposure during first 8 weeks of pregnancy parental age

Answer 21

biological gradient temporality strength experimental coherence consistent analogy plausibility specificity = BTSECCAPS using meta-analyses

Answer 22

statistical method for understanding association between exposure and outcome OR = 1 - no relationship OR < 1 - negative correlation, greater... leads to less effect of... OR > 1 - positive correlation, greater exposure... leads to greater effect of...

Answer 23

alteration to MET gene AND increased exposure to air pollution = increased risk of autism

Answer 24

process of conducting research in partnership with the population you are focusing on levels: consultation - no formal involvement involvement - still largely led by clinicians participate - take part in defined activity co-production 'nothing about us without us'

Answer 25

effective in informing theory and applying to general life good for ethics better insights challenges preconceptions

Answer 26

40+ = 4x more likely to be hospitalised 10x more likely to die decreased disability programmes 33% with DS were more irritable, 52% more anxious and 41% more sad

Answer 27

533 parents 34.71% of parents reported worsening in Childs behaviours, 30.96% reported an improvement in behaviour

Answer 28

ASC has typical male profile (low empathy and high systemising) foetal testosterone associated with Individual Differences in eye contact, development and autistic traits in typically developing children

Answer 29

neuro-typical males score higher on systemising autistic females score similar to neurotypical males neuro-typical females score high on empathising autistic male and females score lower

Answer 30

loomed meta-analysis overall = 4.2 to 1 high quality studies = 3.32 to 1 only pp with existing ASC diagnosis = 4.56 to 1 population identifying ASC diagnosis = 3.25 to 1 suggests females have greater risk of having ASC overlooked

Answer 31

3/4 females with ADHD undiagnosed diagnosed on average 5 yrs later than males camouflage scores higher (masking symptoms to fit in) - girls more likely to be inattentive early studies primarily on boys

Answer 32

known cause verbal language ability fluency syntax grammar

Answer 33

pragmatics (understanding meaning of words) executive functions - inhibitory control WM visuospatial abilities

Answer 34

attentional to detail good visual search skills - good at conjunction and feature search - outperformed neutrotypical regardless of task

Answer 35

unknown cause theory of mind - understanding emotions executive fucntions working memory - research is equivocal

Answer 36

speech and language therapy - help Williams and autism stages: 1. picture exchange - swapping picture for item 2. generalise to others 3. two picture exchnage 4. sentence construction 5. verbs, adjectives 6. answer question 7. commenting

Answer 37

directive (therapist takes lead) or non-directive (less structured) storytelling, role play etc reduced ADHD and social anxiety - increase social-emotional competency

Answer 38

better verbal recall when info was sung for those without lessons with training = good recall with spoken info possibly aids verbal working improve concentration

Answer 39

intensive - 40 hrs per week positive conditioning relies on parents to reinforce behaviour outside therapy effectiveness - groups who received therapy outperformed on IQ, non verbal IQ, expressive and receptive language and adaptive behaviour

Answer 40

physiotherapy - help poor muscle tone applied behavioural analyses early start Denver model music and play therapy PECS

Answer 41

similar to neurotypical individuals can be shortened due to comorbid conditions

Answer 42

16yrs earlier than neurotypical people rises to 30 yrs earlier when they have intellectual disability

Answer 43

'personal tragedies, public crisis' campaign to revise national strategy supporting autistic adults revised to reduce gap in life expectancy by doing greater research and developing policies/treatment

Answer 44

1949 - 12 yrs currently - 60 yrs why? - improvements in living conditions, more than half have congenital heart codnitions

Answer 45

study: mean age = 26, mean IQ = 61 almost identical cognitive profile to children with WS stayed low levels of social adaptation, reading, spelling

Answer 46

Williams syndrome- 79% had heart problems 71% attended college - only 33% attained qualifications 62% still lived with family 51% had depression/anxiety 30% day centres 20% full time educuation still 18% part time employment 16% lived independently 2% residential support 1.6% full time employment

Answer 47

limited support for adults 23% of parents dissatisfied with medical help 33% unhappy with educational provision 20% unhappy with workplace assistance

Answer 48

physical: accelerated ageing (due to elastin), developmental gap widens with age cognitive: memory decline in-line with neurotypical individuals difficulty to properly investigate due to comorbid

Answer 49

excessive amounts of two proteins: amyloid and tau (tangles) gene that codes for amyloid is located on same chromosome duplicated in downs syndrome 100% individuals 40+ yrs show plaques associated with Alzheimers

Answer 50

30-39 yrs - 33% show signs of AD 40-59 yrs - 55% 60+ = 75% age of onset typically 65yr+ in neuro-typical people presents differently

Answer 51

change in diagnostic criteria comorbidity reduced stigma - generational differences better recognition gender differences - camouflaging

Answer 52

dissatisfying treatment options limited pathways to speech and language therapy for adults

Answer 53

autism strategy = requirements regarding minimum levels of support superseded by think autism = 15 priority areas for development

Answer 54

24% of adults in uk have maths ability lower than threshold to function use maths in daily lives globally: 1/5 adults unable to deal with two step calculations

Answer 55

in order: non symbolic number learn count list symbolic number arithmetic operations rational umbers algebra

Answer 56

two forms- number words (one) and arabic digits (1)

Answer 57

children learn count sequence by rote (memorising) before understanding meaning learn meaning of number two by 24-36 months culture dependent

Answer 58

language with singular and plural distinction help children to learn the meaning of numbers faster

Answer 59

one-to-one stable order abstraction order irrelevance cardinality

Answer 60

each object only counted once each number word paired with one object all objects paired with number word

Answer 61

number words are recited in a fixed order 1,2,3,4,5

Answer 62

any array of sets can be counted regardless of characteristics (shape, colour, size) e.g. can count 3 dogs and 3 cats as 6 animals

Answer 63

order in which objects are counted doesn't matter leads to the same result

Answer 64

last number in count sequence describes how many there were in total (count to five = five objects) describes order and quantity

Answer 65

grabbers - only procedural knowledge pre-number-knowers - number children give isn't related to number asked subset-knowers - numbers too high = unable to grasp cardinal principle knower - successful (usually around 3-4yrs)

Answer 66

actual written digit (e.g 3 ) required later than number words explicitly taught in schools

Answer 67

2-4 yrs A - quantity to number word B - number word to quantity C - number word to digit D - digit to number word E - quantity to digit F - digit to quantity

Answer 68

3-4 yrs six mapping tasks mapping between numerals and quantities more difficult than between number words and quantities/numerals

Answer 69

relation between items in a sequence emerges later than cardinality 7-12 yrs: adjacent (2,1,3) and non adjacent sequences (3,5,8) accurate

Answer 70

choose numbers in order from smallest to largest asap more appropriate for younger children

Answer 71

presented with 3 numbers - decide if sequence in ascending order or not asap struggle when order is not adjacent sequence and not in order

Answer 72

parents involvement no consensus on specific components that should be included to capture parents involvement small positive correlation between one and maths achievement (advanced activities)

Answer 73

parent number talk: record parent utterances related to maths language (number words and magnitude comparison) quantify code words home numeracy environment - direct: explicite activities targeting maths indirect: everyday activities coincidentally involving maths

Answer 74

most studies involve mothers when both parents participate, only mothers activities linked to children maths skills mothers with higher education = expose children to more advanced numeracy parents attitudes/anxiety towards maths influences children

Answer 75

large individual differences children who enter kindergarten with poor numeracy don't catch up - lack of early identification meta-analysis: - early maths skills strong predictor on later maths and reading skills + overall academic performance

Answer 76

pathways to mathematics model: 3 pathways -quantitative -working memory -linguistic

Answer 77

subitising = determine number of items in set without counting produced maths outcome 2 yrs later non symbolic arithmetic = adding/subtracting with mainpulations counting estimation = estimate dots without counting number comparison = non-symbolic (dots), symbolic (digits) - asked which side has more dots/digits

Answer 78

verbal WM - asked to repeat list of numbers in reverse visuospatial WM - predicted math outcome grade 1/2 yrs later contribute equally

Answer 79

phonological awareness (knowledge of sound structure) and receptive vocabulary (words understood) strongest predictor of maths grades: may be used as baseline test

Answer 80

verbal WM visual WM linguistics account for variability in arithmetic (44-79%), word problems (53-61%), number system knowledge (48-64%) and geometry (26-84%)

Answer 81

domain general interventions for WM and linguistic skills not been proven successful training quantitative skills better 60% that struggled w maths in kindergarten continued to have difficulty in grade 5

Answer 82

include children at risk and a comparison group random assignment pretest, intermediate post test and delayed post test

Answer 83

specific impairment of mathematic ability affects 3.5-6.5%

Answer 84

difficulties with: number sense - early childhood sorting objects recognising patterns/groups comparing/contrasting magnitude learning numbers and how to count matching numbers with amounts

Answer 85

difficulty remembering basic maths understanding whats written

Answer 86

difficulty with more advanced maths

Answer 87

domain specific - underlying core deficit is a numeral defcitit domain general - impairment in non-numerical mechanisms

Answer 88

A - difficulty learning for 6 months - figures, numbers, calculations b - skills lower than expected for age - interfere with daily living. confirmed using standardised measurements c - difficulties begin during school d not better explained by other factors

Answer 89

slow to develop basic skills frustration struggle with time poor sense of direction poor LTM difficulty playing strategy games/keeping score

Answer 90

disorder manifested in learning difficulties - lasts for at least 6 months dropped the use of IQ discrepancy criterion (difficulties didn't differ depending on IQ level)

Answer 91

1/2 to 2/3 comorbid with e.g. ADHD, motor deficits reasons unclear implication = less able to use compensatory mechanisms due to other deficits

Answer 92

access deficit - difficulty accessing numerical magnitude representations from symbols longer response time for symbolic comparison (e.g. 5 and 9 - which is more?) smaller/ absent size congruity in DD and make more mistakes - magnitude comparison

Answer 93

deficit in system responsible for processing numerical magnitude information deficits processing large non symbolic information and magnitude children with maths learning disability had poorer ANS acuity problem: several studies fail to find ANS deficit in children with DD

Answer 94

deficits in visuospatial working memory at behavioural and neural level in DD

Answer 95

inhibition and shifting impaired in DD

Answer 96

anxiety that appears with the manipulation of numbers in ordinary life and academic situations appears with and without general anxiety up to 2/3s of variance might be unexplained by test anxiety can lead to global avoidance may be present form as young as 6 years old

Answer 97

no formal diagnosis many people wouldn't meet criteria for normal anxiety

Answer 98

rely on self-report questionnaires mathematics anxiety rating scale - 98 items (adapted to different ages) MARS-A - adults MARS-E -4/6th grade MAQ - 6-9yrs SEMA - 7-10yrs

Answer 99

negative correlation many conflicting studies

Answer 100

consequence of poor performance = maths anxiety

Answer 101

leads to avoiding maths - depletes cognitive resources anxiety treatment = improved math

Answer 102

bidirectional relaitionship Higher anxiety = poor performance; poor performance = higher anxiety

Answer 103

lower verbal short term and working memory scores with high maths anxiety lower WM capacity

Answer 104

higher cortisol (stress) = poorer performance more negative impact on math anxiety in this with high WM cortisol can have positive effect in those without math anxiety and high WM

Answer 105

low maths ability and WM genetics environmental reasons e.g teachers, expectations

Answer 106

systematic desensitisation = gradual exposure while maintaining relaxed state expressive writing, focused breathing maths training

terms and models TERM 2 Flashcards

(131 cards)