Background: Interpreting cognitive assessment results for individuals from indigenous communities can be complex. Factors such as culture, language, and education may influence results. Although there is research regarding the cognitive assessment of typically functioning individuals from indigenous communities there is limited information on…

Adults with autism spectrum disorder (ASD) show intact recognition (supported procedure) but impaired recall (unsupported procedure) of incidentally-encoded context. Because this has not been demonstrated for temporal source, we compared the temporal and spatial source memory of adults with ASD and verbally matched typical adults. Because of…

In this study, we examined the accuracy and dynamics of visually guided saccades in 20 adults with autism spectrum disorder, as compared to 20 typically developed adults using the Step/Overlap/Gap paradigms. Performances in participants with autistic spectrum disorder were characterized by preserved Gap/Overlap effect, but reduced gain and peak…

Spatial attention performance was investigated in adults with dyslexia. Groups with and without dyslexia completed literacy/phonological tasks as well as two spatial cueing tasks, in which attention was oriented in response to a centrally presented pictorial (arrow) or alphabetic (letter) cue. Cued response times and orienting effects were largely…

There is accumulating evidence that training on working memory (WM) generalizes to other nontrained domains, and there are reports of transfer effects extending as far as to measures of fluid intelligence. Although there have been several demonstrations of such transfer effects in young adults and children, they have been difficult to demonstrate…

This study examined the commonalities and the differences between creativity and the schizophrenia spectrum. The variables measured were creativity, schizotypy, absorption, mystical experiences, spatial ability, balance, positive and negative presence, and neuroticism. Three community groups were recruited: 31 artists, 10 people with…

The ability to learn visual-phonological associations is a unique predictor of word reading, and individuals with developmental dyslexia show impaired ability in learning these associations. In this study, we compared developmentally dyslexic and nondyslexic adults on their ability to form cross-modal associations (or "bindings") based…

The present study investigates the performance of persons with reading disabilities (PRD) on a variety of sequential visual-comparison tasks that have different working-memory requirements. In addition, mediating relationships between the sequential comparison process and attention and memory skills were looked for. Our findings suggest that PRD…