Caracterización de la memoria en niños con trastorno del espectro autista sin déficit intelectual. Una aproximación para el acompañamiento de los procesos de enseñanza-aprendizaje

Objetivo. El propósito del presente artículo de revisión es identificar y caracterizar el funcionamiento de la memoria en niños con Trastorno del Espectro Autista sin déficit intelectual. Metodología. Se realizó una revisión en diferentes bases de datos; se estimó como criterio de inclusión artículo...

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2016
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Universidad de Caldas
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Repositorio Institucional U. Caldas
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spa
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https://revistasojs.ucaldas.edu.co/index.php/eleuthera/article/view/3504
https://repositorio.ucaldas.edu.co/handle/ucaldas/15843
Palabra clave:
working memory
episodic memory
procedural memory
source memory
memory processes
autism spectrum disorder without accompanying intellectual impairment
memoria de trabajo
memoria episódica
memoria procedimental
memoria fuente
procesos de memoria
autismo sin déficit intelectual
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network_acronym_str REPOUCALDA
network_name_str Repositorio Institucional U. Caldas
repository_id_str
dc.title.none.fl_str_mv Caracterización de la memoria en niños con trastorno del espectro autista sin déficit intelectual. Una aproximación para el acompañamiento de los procesos de enseñanza-aprendizaje
Characterization of memory in children with autism spectrum disorder without intellectual deficit. An approach to accompanying the teaching-learning processes
title Caracterización de la memoria en niños con trastorno del espectro autista sin déficit intelectual. Una aproximación para el acompañamiento de los procesos de enseñanza-aprendizaje
spellingShingle Caracterización de la memoria en niños con trastorno del espectro autista sin déficit intelectual. Una aproximación para el acompañamiento de los procesos de enseñanza-aprendizaje
working memory
episodic memory
procedural memory
source memory
memory processes
autism spectrum disorder without accompanying intellectual impairment
memoria de trabajo
memoria episódica
memoria procedimental
memoria fuente
procesos de memoria
autismo sin déficit intelectual
title_short Caracterización de la memoria en niños con trastorno del espectro autista sin déficit intelectual. Una aproximación para el acompañamiento de los procesos de enseñanza-aprendizaje
title_full Caracterización de la memoria en niños con trastorno del espectro autista sin déficit intelectual. Una aproximación para el acompañamiento de los procesos de enseñanza-aprendizaje
title_fullStr Caracterización de la memoria en niños con trastorno del espectro autista sin déficit intelectual. Una aproximación para el acompañamiento de los procesos de enseñanza-aprendizaje
title_full_unstemmed Caracterización de la memoria en niños con trastorno del espectro autista sin déficit intelectual. Una aproximación para el acompañamiento de los procesos de enseñanza-aprendizaje
title_sort Caracterización de la memoria en niños con trastorno del espectro autista sin déficit intelectual. Una aproximación para el acompañamiento de los procesos de enseñanza-aprendizaje
dc.subject.none.fl_str_mv working memory
episodic memory
procedural memory
source memory
memory processes
autism spectrum disorder without accompanying intellectual impairment
memoria de trabajo
memoria episódica
memoria procedimental
memoria fuente
procesos de memoria
autismo sin déficit intelectual
topic working memory
episodic memory
procedural memory
source memory
memory processes
autism spectrum disorder without accompanying intellectual impairment
memoria de trabajo
memoria episódica
memoria procedimental
memoria fuente
procesos de memoria
autismo sin déficit intelectual
description Objetivo. El propósito del presente artículo de revisión es identificar y caracterizar el funcionamiento de la memoria en niños con Trastorno del Espectro Autista sin déficit intelectual. Metodología. Se realizó una revisión en diferentes bases de datos; se estimó como criterio de inclusión artículos resultado de investigación entre 2009 y 2015, cuya muestra fueran niños y adolescentes. Resultados. Se encontró que las personas con autismo presentan compromisos en la memoria de trabajo, memoria episódica y memoria procedimental. Conclusiones. Reconocer el funcionamiento de los diferentes sistemas de memoria en el Trastorno del Espectro Autista posibilitará al maestro generar estrategias en el aula de clase, que faciliten los procesos de enseñanza-aprendizaje, lo que revertirá en un desarrollo humano integral.
publishDate 2016
dc.date.none.fl_str_mv 2016-01-04 00:00:00
2016-01-04 00:00:00
2016-01-04
2021-02-07T10:06:57Z
2021-02-07T10:06:57Z
dc.type.none.fl_str_mv Artículo de revista
Sección Desarrollo humano, democracia y ciudadanía
Journal Article
http://purl.org/coar/resource_type/c_6501
Text
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
status_str publishedVersion
dc.identifier.none.fl_str_mv 2011-4532
https://revistasojs.ucaldas.edu.co/index.php/eleuthera/article/view/3504
https://repositorio.ucaldas.edu.co/handle/ucaldas/15843
2463-1469
identifier_str_mv 2011-4532
2463-1469
url https://revistasojs.ucaldas.edu.co/index.php/eleuthera/article/view/3504
https://repositorio.ucaldas.edu.co/handle/ucaldas/15843
dc.language.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv 29
11
14
Eleuthera
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, Año 2016 : Enero - Junio
https://revistasojs.ucaldas.edu.co/index.php/eleuthera/article/download/3504/3228
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dc.publisher.none.fl_str_mv Vicerrectoría de Investigaciones y Posgrados, Universidad de Caldas
publisher.none.fl_str_mv Vicerrectoría de Investigaciones y Posgrados, Universidad de Caldas
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spelling Caracterización de la memoria en niños con trastorno del espectro autista sin déficit intelectual. Una aproximación para el acompañamiento de los procesos de enseñanza-aprendizajeCharacterization of memory in children with autism spectrum disorder without intellectual deficit. An approach to accompanying the teaching-learning processesworking memoryepisodic memoryprocedural memorysource memorymemory processesautism spectrum disorder without accompanying intellectual impairmentmemoria de trabajomemoria episódicamemoria procedimentalmemoria fuenteprocesos de memoriaautismo sin déficit intelectualObjetivo. El propósito del presente artículo de revisión es identificar y caracterizar el funcionamiento de la memoria en niños con Trastorno del Espectro Autista sin déficit intelectual. Metodología. Se realizó una revisión en diferentes bases de datos; se estimó como criterio de inclusión artículos resultado de investigación entre 2009 y 2015, cuya muestra fueran niños y adolescentes. Resultados. Se encontró que las personas con autismo presentan compromisos en la memoria de trabajo, memoria episódica y memoria procedimental. Conclusiones. Reconocer el funcionamiento de los diferentes sistemas de memoria en el Trastorno del Espectro Autista posibilitará al maestro generar estrategias en el aula de clase, que faciliten los procesos de enseñanza-aprendizaje, lo que revertirá en un desarrollo humano integral.Objective. The purpose of this review article is to identify and characterize the memory functioning in children with Autism Spectrum Disorder without intellectual deficit. Methodology. A review in different databases was carried out. Articles resulting from research between 2009 and 2015, whose sample were children and adolescents, were considered as inclusion criteria. Results. It was found that people with autism show impairments in working memory, episodic memory and procedural memory. Conclusions. Recognizing the functioning of the different memory systems in autism spectrum disorder will make possible for the teacher to generate strategies to facilitate teachinglearning processes in the classroom, which will revert to a comprehensive human development.Vicerrectoría de Investigaciones y Posgrados, Universidad de Caldas2016-01-04 00:00:002021-02-07T10:06:57Z2016-01-04 00:00:002021-02-07T10:06:57Z2016-01-04Artículo de revistaSección Desarrollo humano, democracia y ciudadaníaJournal Articlehttp://purl.org/coar/resource_type/c_6501Textinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_2df8fbb1application/pdf2011-4532https://revistasojs.ucaldas.edu.co/index.php/eleuthera/article/view/3504https://repositorio.ucaldas.edu.co/handle/ucaldas/158432463-1469https://revistasojs.ucaldas.edu.co/index.php/eleuthera/article/view/3504spa291114EleutheraAsociación Americana de Psiquiatría (2014). 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Symptoms of ADHD in Children with High-Functioning Autism Are Related to Impaired Verbal Working Memory and Verbal Delayed Recall. PLoS ONE 8(5): e64842. doi:10.1371/journal.pone.0064842Andreano, J.M. & Cahill, L. (2009). Sex influences on the neurobiology of learning and memory. Learning and Memory, 16(4), 248–266.Baddeley, A. (1999). Memoria humana, teoría y práctica. Aravaca, España: McGraw-HillBaddeley, A. & Hitch, G. (1974). Working memory. In G.H. Bower, (Ed.), The psychology of learning and motivation: Advances in research and theory (pp. 47–90). New York, United States: Academic Press.Baddeley, A.D. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4, (11), 417-423.Baltruschat, L. et al. (2012). The effects of multiple exemplar training on a working memory task involving sequential responding in children with autism. The Psychological Record, 62, 549–562Bigham, S., Boucher, J., Mayes, A. & Anns, S. 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J AutismDevDisord, 43, 2353–2365. doi: 10.1007/s10803-013-1784-0., Año 2016 : Enero - Juniohttps://revistasojs.ucaldas.edu.co/index.php/eleuthera/article/download/3504/3228https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Flórez Durango, Ana MaríaGonzález Zuluaga, Verónica MarcelaLondoño Herrera, Jennifer AndreaZapata García, Tatiana VanessaMontoya Zuluaga, Paula Andreaoai:repositorio.ucaldas.edu.co:ucaldas/158432024-07-16T21:49:00Z

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