Josie Briscoe
University of Bristol, Experimental Psychology, Faculty Member
Drawing tasks are frequently used to test competing theories of visuospatial skills in autism. Yet, methodological differences between studies have led to inconsistent findings. To distinguish between accounts based on local bias or... more
Drawing tasks are frequently used to test competing theories of visuospatial skills in autism. Yet, methodological differences between studies have led to inconsistent findings. To distinguish between accounts based on local bias or global deficit, we present a simple task that has previously revealed dissociable local/global impairments in neuropsychological patients. Autistic and typical children copied corner elements, arranged in a square configuration. Grouping cues were manipulated to test whether global properties affected the accuracy of reproduction. All children were similarly affected by these manipulations. There was no group difference in the reproduction of local elements, although global accuracy was negatively related to better local processing for autistic children. These data speak against influential theories of visuospatial differences in autism.
Research Interests:
Research Interests:
... Perinatal risk modifies the effectiveness of developmental intervention† 1208. Neil Marlow 1 , Margaret Robinson 1 and Josie Briscoe 1. ... At 24 months corrected age 263 (91%) surviving preterm infants were assessed using the... more
... Perinatal risk modifies the effectiveness of developmental intervention† 1208. Neil Marlow 1 , Margaret Robinson 1 and Josie Briscoe 1. ... At 24 months corrected age 263 (91%) surviving preterm infants were assessed using the Griffiths Scales. ...
Research Interests:
Research Interests:
Research Interests:
Possible links between phonological short-term memory and both longer term memory and learning in 8-year-old children were investigated in this study. Performance on a range of tests of long-term memory and learning was compared for a... more
Possible links between phonological short-term memory and both longer term memory and learning in 8-year-old children were investigated in this study. Performance on a range of tests of long-term memory and learning was compared for a group of 16 children with poor phonological short-term memory skills and a comparison group of children of the same age with matched nonverbal reasoning abilities but memory scores in the average range. The low-phonological-memory group were impaired on longer term memory and learning tasks that taxed memory for arbitrary verbal material such as names and nonwords. However, the two groups performed at comparable levels on tasks requiring the retention of visuo-spatial information and of meaningful material and at carrying out prospective memory tasks in which the children were asked to carry out actions at a future point in time. The results are consistent with the view that poor short-term memory function impairs the longer-term retention and ease of learning of novel verbal material.