Abstract
Deficits in working memory have not been fully explored in toddlers and preschoolers with autism spectrum disorder (ASD). We investigated the relationship between language (verbal ability, verbal self-talk) and visuospatial working memory in 2- and 4-year-olds with ASD (n = 65) and typical development (TD) (n = 54). Children with ASD displayed impairments in working memory and verbal ability, but not verbal self-talk, compared to TD peers. Verbal ability and working memory were positively correlated; this association was stronger for children with ASD. For 2-year-olds, self-talk and working memory were negatively correlated. Results suggest that verbal ability and working memory are linked, especially for young children with ASD. Self-talk may be a compensatory strategy for toddlers with less developed working memory.
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Acknowledgments
We offer our sincere thanks to the families who have participated in this research. We would also like to thank Victoria Sanchez, Gabrielle MacNaughton, and Brooke Kohn for their assistance in participant recruitment and completion of study visits.
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This research was supported by National Institute of Mental Health (NIMH) grant R01 MH113928 to S. Faja).
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All authors contributed to study conception, design, and/or analytic approach. Dr. SRE supervised data collection, conducted the statistical analyses, and drafted portions of the initial manuscript. CC and PV completed data collection and contributed to the draft of the initial manuscript. Drs. SRE and SF provided substantive feedback on manuscript drafts.
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Edmunds, S.R., Colman, C., Vidal, P. et al. Brief Report: Examining the Links Between Language Processes and Working Memory Impairments in Toddlers and Preschoolers with ASD. J Autism Dev Disord 52, 1872–1880 (2022). https://doi.org/10.1007/s10803-021-05049-x
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DOI: https://doi.org/10.1007/s10803-021-05049-x