The relationship between memory and adaptive functioning was studied in sample of 268 children with attention deficit/hyperactivity disorder (ADHD, n = 83), autism spectrum disorder (ASD, n = 62), velo-cardio-facial syndrome (VCFS, n = 21), and low birth weight (LBW, n = 38) and neurotypicals (n = 64). Children with ASD and VCFS demonstrated a relative weakness in facial and visual memory, while no between-group differences were found during the auditory verbal learning task of the TOMAL. Learning curve analyses showed that after the first trial of the visual span test, all groups performed at the same level, but the performance of the clinical samples dropped after each subsequent trials. However, during the delayed recall, no between-group differences were evident. On the word memory test, the groups were significantly different after the first trial, but during delayed recall their performance converged. When memory functioning was used to predict academic achievement, TOMAL scores explained 37% of the variance in math scores, 22% in reading, and 13% in spelling scores. The same models did not predict social skills as measured by the CBCL. When age, gender, and FSIQ were added to memory scores to the regression model, the adjusted R2 value doubled for achievement scores, with IQ clearly driving the age effect. However, IQ was not a significant predictor of social skills. With that criterion, age became the only significant predictor, explaining 39% of the variance. The clinical implications of the findings on diagnostic (nonverbal memory and math seem to be a relative weakness in neurodevelopmental disorders; repeated learning trials may be needed to allow diagnosis-specific deficits to emerge; cognitive variables predict academic, but not social functioning; consolidation could be treated as a separate, emergent variable and normed separately to enhance its diagnostic utility) and treatment (visual cuing may be less effective in ASD and especially VCFS than a verbally mediated one) considerations are discussed.
","abstract_html":"<p>The relationship between memory and adaptive functioning was studied in sample of 268 children with attention deficit/hyperactivity disorder (ADHD, n = 83), autism spectrum disorder (ASD, n = 62), velo-cardio-facial syndrome (VCFS, n = 21), and low birth weight (LBW, n = 38) and neurotypicals (n = 64). Children with ASD and VCFS demonstrated a relative weakness in facial and visual memory, while no between-group differences were found during the auditory verbal learning task of the TOMAL. Learning curve analyses showed that after the first trial of the visual span test, all groups performed at the same level, but the performance of the clinical samples dropped after each subsequent trials. However, during the delayed recall, no between-group differences were evident. On the word memory test, the groups were significantly different after the first trial, but during delayed recall their performance converged. When memory functioning was used to predict academic achievement, TOMAL scores explained 37% of the variance in math scores, 22% in reading, and 13% in spelling scores. The same models did not predict social skills as measured by the CBCL. When age, gender, and FSIQ were added to memory scores to the regression model, the adjusted R2 value doubled for achievement scores, with IQ clearly driving the age effect. However, IQ was not a significant predictor of social skills. With that criterion, age became the only significant predictor, explaining 39% of the variance. The clinical implications of the findings on diagnostic (nonverbal memory and math seem to be a relative weakness in neurodevelopmental disorders; repeated learning trials may be needed to allow diagnosis-specific deficits to emerge; cognitive variables predict academic, but not social functioning; consolidation could be treated as a separate, emergent variable and normed separately to enhance its diagnostic utility) and treatment (visual cuing may be less effective in ASD and especially VCFS than a verbally mediated one) considerations are discussed.</p>","abstract_has_math":false,"creators":["Erdodi, Laszlo A."],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Open Access Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Renee Lajiness-O‟Neill, PhD, Chair","Silvia von Kluge, PhD","Ellen Koch, PhD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-08-20T07:00:00Z","date_published":"2010-08-20T07:00:00Z","updated_at":"2026-07-24T02:16:44Z","subjects":["memory","developmental disorders","adaptive functioning","Clinical Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/332","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Renee Lajiness-O‟Neill, PhD, Chair","Silvia von Kluge, PhD","Ellen Koch, PhD"]},{"key":"dc:creator","label":"Author","values":["Erdodi, Laszlo A."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2011-09-15T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["memory","developmental disorders","adaptive functioning","Clinical Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/332"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The relationship between memory and adaptive functioning was studied in sample of 268 children with attention deficit/hyperactivity disorder (ADHD, n = 83), autism spectrum disorder (ASD, n = 62), velo-cardio-facial syndrome (VCFS, n = 21), and low birth weight (LBW, n = 38) and neurotypicals (n = 64). Children with ASD and VCFS demonstrated a relative weakness in facial and visual memory, while no between-group differences were found during the auditory verbal learning task of the TOMAL. Learning curve analyses showed that after the first trial of the visual span test, all groups performed at the same level, but the performance of the clinical samples dropped after each subsequent trials. However, during the delayed recall, no between-group differences were evident. On the word memory test, the groups were significantly different after the first trial, but during delayed recall their performance converged. When memory functioning was used to predict academic achievement, TOMAL scores explained 37% of the variance in math scores, 22% in reading, and 13% in spelling scores. The same models did not predict social skills as measured by the CBCL. When age, gender, and FSIQ were added to memory scores to the regression model, the adjusted R2 value doubled for achievement scores, with IQ clearly driving the age effect. However, IQ was not a significant predictor of social skills. With that criterion, age became the only significant predictor, explaining 39% of the variance. The clinical implications of the findings on diagnostic (nonverbal memory and math seem to be a relative weakness in neurodevelopmental disorders; repeated learning trials may be needed to allow diagnosis-specific deficits to emerge; cognitive variables predict academic, but not social functioning; consolidation could be treated as a separate, emergent variable and normed separately to enhance its diagnostic utility) and treatment (visual cuing may be less effective in ASD and especially VCFS than a verbally mediated one) considerations are discussed.
"]},{"key":"dc:title","label":"Title","values":["Memory consolidation in developmental disorders"]}]}],"canonical_facts":{"dc:contributor":["Renee Lajiness-O‟Neill, PhD, Chair","Silvia von Kluge, PhD","Ellen Koch, PhD"],"dc:creator":["Erdodi, Laszlo A."],"dc:date.available":["2011-09-15T07:00:00Z"],"dc:description.abstract":["The relationship between memory and adaptive functioning was studied in sample of 268 children with attention deficit/hyperactivity disorder (ADHD, n = 83), autism spectrum disorder (ASD, n = 62), velo-cardio-facial syndrome (VCFS, n = 21), and low birth weight (LBW, n = 38) and neurotypicals (n = 64). Children with ASD and VCFS demonstrated a relative weakness in facial and visual memory, while no between-group differences were found during the auditory verbal learning task of the TOMAL. Learning curve analyses showed that after the first trial of the visual span test, all groups performed at the same level, but the performance of the clinical samples dropped after each subsequent trials. However, during the delayed recall, no between-group differences were evident. On the word memory test, the groups were significantly different after the first trial, but during delayed recall their performance converged. When memory functioning was used to predict academic achievement, TOMAL scores explained 37% of the variance in math scores, 22% in reading, and 13% in spelling scores. The same models did not predict social skills as measured by the CBCL. When age, gender, and FSIQ were added to memory scores to the regression model, the adjusted R2 value doubled for achievement scores, with IQ clearly driving the age effect. However, IQ was not a significant predictor of social skills. With that criterion, age became the only significant predictor, explaining 39% of the variance. The clinical implications of the findings on diagnostic (nonverbal memory and math seem to be a relative weakness in neurodevelopmental disorders; repeated learning trials may be needed to allow diagnosis-specific deficits to emerge; cognitive variables predict academic, but not social functioning; consolidation could be treated as a separate, emergent variable and normed separately to enhance its diagnostic utility) and treatment (visual cuing may be less effective in ASD and especially VCFS than a verbally mediated one) considerations are discussed.
"],"dc:identifier":["https://commons.emich.edu/theses/332"],"dc:subject":["memory","developmental disorders","adaptive functioning","Clinical Psychology"],"dc:title":["Memory consolidation in developmental disorders"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T02:16:44Z"}