DOI: 10.17151/10.17151/eleu.2016.14.2
How to Cite
Flórez Durango, A. M., González Zuluaga, V. M., Londoño Herrera, J. A., Zapata García, T. V., & Montoya Zuluaga, P. A. (2016). Characterization of memory in children with autism spectrum disorder without intellectual deficit. An approach to accompanying the teaching-learning processes. Eleuthera, 14, 11–29. https://doi.org/10.17151/10.17151/eleu.2016.14.2

Authors

Ana María Flórez Durango
Universidad Católica Luis Amigó
anaflorezdurango@gmail.com
https://orcid.org/0000-0001-5362-5256
Verónica Marcela González Zuluaga
Universidad Católica Luis Amigó
vero.gonza1519@gmail.com
https://orcid.org/0000-0002-7658-4853
Jennifer Andrea Londoño Herrera
Universidad Católica Luis Amigó
jenniferandrea18@hotmail.com
https://orcid.org/0000-0003-4446-554X
Tatiana Vanessa Zapata García
Universidad Católica Luis Amigó
tatiana.zapataga@hotmail.com
https://orcid.org/0000-0002-5716-639X
Paula Andrea Montoya Zuluaga
Universidad Católica Luis Amigó
paula.montoyazu@amigo.edu.com
https://orcid.org/0000-0001-5871-1727

Abstract

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.

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