Sleep electroencephalogram (EEG) oscillations and associated memory processing during childhood and early adolescence.

The architecture of sleep undergoes distinct changes during childhood and early adolescence. Slow wave sleep is involved in memory processing and may support active consolidation of newly encoded representations to support the formation of abstracted "gist" memories. Here, we examined sleep and overnight memory formation in German school children (n = 33) between 7 and 15 years of age, after the encoding phase of a verbal Deese-Roediger-McDermott (DRM) task. Effects of age were analyzed on sleep electroencephalogram (EEG) signatures of memory processing during nonrapid eye movement (NonREM) sleep, and the overnight formation of veridical and gist-based memories. Increasing age decreases time spent in slow wave sleep, and slow wave activity, whereas density and amplitude of fast sleep spindles in NonREM sleep were increased. Moreover, fast spindles were more consistently and more closely coupled to the upstate of the slow oscillation in the older children. Also, veridical and gist-based recall of words after sleep increased with age. Notably, a closer slow oscillation upstate-fast spindle coupling predicted veridical recall of words, and this relationship was found independent of age. Memory performance in the sleeping children did not differ from that of an age-matched control group (n = 32) tested over a daytime wake retention interval, with adolescents even showing superior veridical recall after wake. Our findings suggest that slow oscillation-spindle coupling as a mechanism of sleep-dependent memory formation becomes increasingly relevant during childhood and early adolescence. However, wake-associated mechanisms similarly effective in forming medium-term memory exist in this age as well. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

How do children with autism spectrum disorder form gist memory during sleep? A study of slow oscillation-spindle coupling.

Sleep is assumed to support memory through an active systems consolidation process that does not only strengthen newly encoded representations but also facilitates the formation of more abstract gist memories. Studies in humans and rodents indicate a key role of the precise temporal coupling of sleep slow oscillations (SO) and spindles in this process. The present study aimed at bolstering these findings in typically developing (TD) children, and at dissecting particularities in SO-spindle coupling underlying signs of enhanced gist memory formation during sleep found in a foregoing study in children with autism spectrum disorder (ASD) without intellectual impairment. Sleep data from 19 boys with ASD and 20 TD boys (9-12 years) were analyzed. Children performed a picture-recognition task and the Deese-Roediger-McDermott (DRM) task before nocturnal sleep (encoding) and in the next morning (retrieval). Sleep-dependent benefits for visual-recognition memory were comparable between groups but were greater for gist abstraction (recall of DRM critical lure words) in ASD than TD children. Both groups showed a closely comparable SO-spindle coupling, with fast spindle activity nesting in SO-upstates, suggesting that a key mechanism of memory processing during sleep is fully functioning already at childhood. Picture-recognition at retrieval after sleep was positively correlated to frontocortical SO-fast-spindle coupling in TD children, and less in ASD children. Critical lure recall did not correlate with SO-spindle coupling in TD children but showed a negative correlation (r = -.64, p = .003) with parietal SO-fast-spindle coupling in ASD children, suggesting other mechanisms specifically conveying gist abstraction, that may even compete with SO-spindle coupling.

Pregnant women do not display impaired memory formation across one night of sleep.

Forgetfulness is a common complaint of pregnant women, who also often report impaired nocturnal sleep. Considering sleep's well-known beneficial role in consolidating newly encoded memory content, we hypothesized that pregnant women would display detrimental changes in objective sleep measures and associated memory deficits. We compared the consolidation of declarative as well as procedural memory across sleep in 21 healthy, third-trimester pregnant women versus 20 matched non-pregnant controls. Subjects encoded and were tested on visuospatial and procedural memory tasks before and after, respectively, a night of sleep spent at home. The emergence of gist-based memories was tested with the Deese-Roediger-McDermott (DRM) paradigm. Sleep was polysomnographically recorded and subjective sleep quality was assessed with questionnaires. Although pregnant in comparison to non-pregnant women reported markedly impaired subjective sleep quality and efficiency, quantitative changes were limited to increases in wakefulness after sleep onset and reductions in rapid eye movement (REM) sleep. Retention of newly learned memory contents, which is believed to reflect sleep-associated memory consolidation, was comparable between groups, as was the formation of gist-based memories. The findings indicate that subjective deteriorations in sleep quality experienced by pregnant women are not necessarily linked to objective impairments. They raise the possibility that sufficient slow wave sleep towards the end of pregnancy allows for normal sleep-related memory consolidation. Although these results were obtained in a small number of pregnant women in very good health and should be corroborated in larger samples, they challenge the assumption of poor sleep and impaired memory as hallmarks of the "pregnancy brain".

Affective Cortical Asymmetry at the Early Developmental Emergence of Emotional Expression.

Emotions have an important survival function. Vast amounts of research have demonstrated how affect-related changes in physiology promote survival by effecting short-term and long-term changes in adaptive behavior. However, if emotions truly serve such an inherent function, they should be pervasive across species and be established early in life. Here, using electroencephalographic (EEG) brain activity we sought to characterize core neurophysiological features underlying affective function at the emergence of emotional expression [i.e., at the developmental age when human infants start to show reliable stimulus-elicited emotional states (4-6 months)]. Using an approach that eschews traditional EEG frequency band delineations (like theta, alpha), we demonstrate that negative emotional states induce a strong right hemispheric increase in the prominence of the resonant frequency (∼5-6 Hz) in the infant frontal EEG. Increased rightward asymmetry was strongly correlated with increased heart rate responses to emotionally negative states compared with neutral states. We conclude that functional frontal asymmetry is a key component of emotional processing and suggest that the rightward asymmetry in prominence of the resonant frequency during negative emotional states might reflect functional asymmetry in the central representation of anatomically driven asymmetry in the autonomic nervous system. Our findings indicate that the specific mode hallmarking emotional processing in the frontal cortex is established in parallel with the emergence of stable emotional states very early during development, despite the well known protracted maturation of frontal cortex.

Beyond prospective memory retrieval: Encoding and remembering of intentions across the lifespan.

Combining behavioral and electrophysiological measures, we investigated the role of memory processes for prospective memory development in three different age groups over the lifespan. We focused on age differences during intention encoding, retention and retrieval in order to assess if potential age-associated performance differences in adolescence and older age can be explained by associated neurophysiological differences. Our research aim was to understand the impact of memory-related factors such as intention load and encoding time on prospective remembering, focusing especially on encoding and retention, which are two so far scarcely investigated phases. Adolescents, younger and older adults worked on a semantic judgment task with an embedded prospective memory task. Participants had to encode either one or two intentions; the encoding time was either four or eight seconds long. Younger and older adults outperformed adolescents behaviorally. Furthermore, performance was better for remembering one intention compared to remembering two intentions. On the neural level, we found age-specific modulations for the fronto-polar slow wave (FPSW) and the temporal-parietal slow wave (TPSW) that were sensitive to the number of intentions. Adolescents showed differences between encoding one or two intentions in the FPSW, while older adults showed these differences for the TPSW. Maintaining an intention increased fronto-central sustained activity compared to no intention. Furthermore, the activity during intention maintenance was sensitive to the number of intentions. Prospective positivity amplitudes during retrieval were smallest in adolescents and largest in older adults, but were not influenced by the memory manipulations. Parietal slow wave activity increased with increasing number of intentions, reflecting post-retrieval coordination between the ongoing and prospective memory task. In sum, only activity of the FPSW and the TPSW showed that age-related differences were influenced by memory-related factors during encoding, whereas these interactions were not observed for retention or retrieval. Our findings suggest that intention encoding and its efficiency play an important role in explaining age differences in prospective memory.

Sleep's benefits to emotional processing emerge in the long term.

Sleep benefits the long-term preservation of emotional memories, making them accessible even years after the emotional episode has occurred. However, whether sleep also influences the emotional response that gets elicited while retrieving such memories (e.g., by increasing autonomic activity) remains unclear. Here, we demonstrate that sleep fosters a coherent decrease in both automatic (heart rate deceleration) and more cognitively controlled subjective measures (valence ratings) of the emotional tone associated with memories when they are retrieved after one week. Exploratory analyses suggest that sleep might initiate an enhancement of the neural representation of emotional compared to neutral memories (as reflected in the late positive potential of the electroencephalogram) that becomes pronounced after one week. These long-term effects are in contrast to sleep's immediate influence on the emotional response (i.e., 10 h after encoding), where heart rate deceleration was preserved and the late positive potential decreased when compared to the changes seen over a day of wake. Together, these results suggest that sleeping after an emotional experience has dynamic and protracted influences on the emotional tone associated with memories.

Examining the role of rehearsal in old-old adults' working memory.

We investigated the role of rehearsal in verbal working memory (WM) and whether WM capacity can be improved by a rehearsal instruction in very old age. In two experiments, we tested a total of 78 old-old adults (75 years and above) in one experimental session consisting of three assessment phases. First, participants worked on three different WM span tasks to assess their baseline performance. In the next phase, half of the participants received a rehearsal instruction to practice on two of the WM tasks, whereas the other half received no strategy instruction (Experiment 1) or worked on a filler task (Experiment 2). In the final phase, participants again worked on the three WM tasks. In Experiment 1, we found significant improvements for the WM tasks over time in both groups. However, we could not find a specific improvement for the rehearsal instruction due to a high spontaneous strategy use in the control group. When minimizing spontaneous strategy use in Experiment 2 by changing the task material, we found larger improvements in the instruction compared to the control group. However, we still found substantial spontaneous strategy use in the control group. The results indicate that rehearsal, as an essential component of verbal WM, is still intact and efficient in old-old adults. Furthermore, the spontaneous strategy use indicates that old-olds use their existing skills to cope with increasing WM demands. Finally, old-old adults benefited from an explicit rehearsal instruction showing potentials to boost WM capacity in this age group.

Signs of enhanced formation of gist memory in children with autism spectrum disorder - a study of memory functions of sleep.

BACKGROUND: Autism spectrum disorder (ASD) is characterized by impaired cognitive and social skills, including emotional dysregulation, and symptoms have been suspected to partly arise from impaired formation of memory representations regulating these behaviours. Sleep, which is subjectively impaired in ASD, is critical for forming long-term memories and abstracted gist-based representations. We expected a generally reduced memory benefit from sleep in children with ASD, and a diminished enhancement of gist representations, in particular. METHODS: We compared effects of sleep on memory consolidation between boys (9-12 years) with ASD (n = 21) and typically developing (TD, n = 20) boys, matched for age and IQ, in a within-subjects crossover design. We employed an emotional picture recognition task and the Deese-Roediger-McDermott (DRM) word list task for assessing gist memory formation in the emotional and nonemotional domain, respectively. Learning took place before retention intervals of nocturnal sleep and daytime wakefulness, and retrieval was tested afterwards. RESULTS: Surprisingly, on the DRM task, children with ASD showed an enhanced sleep-dependent formation of gist-based memory (i.e. more recall of 'critical lure words' after sleep compared to wakefulness) than TD children, with this effect occurring on top of a diminished veridical word memory. On the picture recognition task, children with ASD also showed a stronger emotional enhancement in memory (i.e. relatively better memory for negative than neutral pictures) than TD children, with this enhancement occurring independent of sleep. Sleep polysomnography was remarkably comparable between groups. CONCLUSIONS: Children with ASD show well-preserved sleep-dependent memory consolidation. Enhanced gist memory formation in these children might reflect a compensatory response for impairments at earlier stages of memory processing, that is during encoding.

Sleep divergently affects cognitive and automatic emotional response in children.

Sleep enhances memory for emotional experiences, but its influence on the emotional response associated with memories is elusive. Here, we compared the influence of nocturnal sleep on memory for negative and neutral pictures and the associated emotional response in 8-11-year-old children, i.e., an age group with heightened levels of emotional memory-related sleep features. During all sessions, emotional responses as measured by subjective ratings, the late positive potential of the EEG (LPP) and heart rate deceleration (HRD) were recorded. Sleep enhanced picture memory. Compared to dynamics across wakefulness, sleep decreased the emotional response in ratings and the LPP, while increasing the emotional response in HRD. We conclude that sleep consolidates immediate emotional meaning by enhancing more automatic emotional responses while concurrently promoting top-down control of emotional responses, perhaps through strengthening respective neocortical representations.

Dissociating Long and Short-term Memory in Three-Month-Old Infants Using the Mismatch Response to Voice Stimuli.

Auditory event-related potentials (ERPs) have been successfully used in adults as well as in newborns to discriminate recall of longer-term and shorter-term memories. Specifically the Mismatch Response (MMR) to deviant stimuli of an oddball paradigm is larger if the deviant stimuli are highly familiar (i.e., retrieved from long-term memory) than if they are unfamiliar, representing an immediate change to the standard stimuli kept in short-term memory. Here, we aimed to extend previous findings indicating a differential MMR to familiar and unfamiliar deviants in newborns (Beauchemin et al., 2011), to 3-month-old infants who are starting to interact more with their social surroundings supposedly based on forming more (social) long-term representations. Using a voice discrimination paradigm, each infant was repeatedly presented with the word "baby" (400 ms, interstimulus interval: 600 ms, 10 min overall duration) pronounced by three different female speakers. One voice that was unfamiliar to the infants served as the frequently presented "standard" stimulus, whereas another unfamiliar voice served as the "unfamiliar deviant" stimulus, and the voice of the infant's mother served as the "familiar deviant." Data collection was successful for 31 infants (mean age = 100 days). The MMR was determined by the difference between the ERP to standard stimuli and the ERP to the unfamiliar and familiar deviant, respectively. The MMR to the familiar deviant (mother's voice) was larger, i.e., more positive, than that to the unfamiliar deviant between 100 and 400 ms post-stimulus over the frontal and central cortex. However, a genuine MMR differentiating, as a positive deflection, between ERPs to familiar deviants and standard stimuli was only found in the 300-400 ms interval. On the other hand, a genuine MMR differentiating, as a negative deflection, between ERPs to unfamiliar deviants from ERPs to standard stimuli was revealed for the 200-300 ms post-stimulus interval. Overall results confirm a differential MMR response to unfamiliar and familiar deviants in 3-month-olds, with the earlier negative MMR to unfamiliar deviants likely reflecting change detection based on comparison processes in short-term memory, and the later positive MMR to familiar deviants reflecting subsequent long-term memory-based processing of stimulus relevance.

Sleep augments training-induced improvement in working memory in children and adults.

Sleep plays an important role in forming procedural motor memories. Whether sleep plays a similar role for cognitive procedures related to working memory function, is not yet clear. Here we investigated if sleep enhances training-induced improvements in working memory in children. Because children show more intense slow wave sleep (e.g., higher slow wave activity, more spindles) we expected sleep-related improvements to be greater than in adults. Twenty-four children (10-12 years) and 24 adults were trained on three sessions of an n-back task comprising three runs of blocks (6 blocks with 20 responses each) presented in ascending levels of difficulty. The sessions were separated by ∼12 h. Between the training sessions, participants first spent a full night sleeping and then a normal day awake (evening groups) or vice versa (morning groups). We analyzed performance on the whole blocks and, to estimate the individual's optimum performance, on only the first 10 trials of each block. Results showed a distinct gain in training-induced working memory performance with post-training overnight sleep compared to wakefulness. The sleep-induced gain was revealed only for performance on the first block-halves and, in absolute terms, was closely comparable in children and adults. Taking differences in working memory performance into account sleep-dependent gains expressed as percentages of baseline performance were, however, greater in children than in adults. The data thus indicate that sleep after training facilitates cognitive procedures related to executive control, i.e., the ability to operate sequences of events in working memory, with a particular benefit in developing populations.

More Effective Consolidation of Episodic Long-Term Memory in Children Than Adults-Unrelated to Sleep.

Abilities to encode and remember events in their spatiotemporal context (episodic memory) rely on brain regions that mature late during childhood and are supported by sleep. We compared the temporal dynamics of episodic memory formation and the role of sleep in this process between 62 children (8-12 years) and 57 adults (18-37 years). Subjects recalled "what-where-when" memories after a short 1-hr retention interval or after a long 10.5-hr interval containing either nocturnal sleep or daytime wakefulness. Although children showed diminished recall of episodes after 1 hr, possibly resulting from inferior encoding, unlike adults, they showed no further decrease in recall after 10.5 hr. In both age groups, episodic memory benefitted from sleep. However, children's more effective offline retention was unrelated to sleep.

Effects of Sleep on Word Pair Memory in Children - Separating Item and Source Memory Aspects.

Word paired-associate learning is a well-established task to demonstrate sleep-dependent memory consolidation in adults as well as children. Sleep has also been proposed to benefit episodic features of memory, i.e., a memory for an event (item) bound into the spatiotemporal context it has been experienced in (source). We aimed to explore if sleep enhances word pair memory in children by strengthening the episodic features of the memory, in particular. Sixty-one children (8-12 years) studied two lists of word pairs with 1 h in between. Retrieval testing comprised cued recall of the target word of each word pair (item memory) and recalling in which list the word pair had appeared in (source memory). Retrieval was tested either after 1 h (short retention interval) or after 11 h, with this long retention interval covering either nocturnal sleep or daytime wakefulness. Compared with the wake interval, sleep enhanced separate recall of both word pairs and the lists per se, while recall of the combination of the word pair and the list it had appeared in remained unaffected by sleep. An additional comparison with adult controls (n = 37) suggested that item-source bound memory (combined recall of word pair and list) is generally diminished in children. Our results argue against the view that the sleep-induced enhancement in paired-associate learning in children is a consequence of sleep specifically enhancing the episodic features of the memory representation. On the contrary, sleep in children might strengthen item and source representations in isolation, while leaving the episodic memory representations (item-source binding) unaffected.

Children's initial sleep-associated changes in motor skill are unrelated to long-term skill levels.

Sleep is considered to support the formation of skill memory. In juvenile but not adult song birds learning a tutor's song, a stronger initial deterioration of song performance over night-sleep predicts better song performance in the long run. This and similar observations have stimulated the view of sleep supporting skill formation during development in an unsupervised off-line learning process that, in the absence of external feedback, can initially also enhance inaccuracies in skill performance. Here we explored whether in children learning a motor sequence task, as in song-learning juvenile birds, changes across sleep after initial practice predict performance levels achieved in the long run. The task was a serial reaction time task (SRTT) where subjects had to press buttons which were lighted up in a repeating eight-element sequence as fast as possible. Twenty-five children (8-12 years) practised the task in the evening before nocturnal sleep which was recorded polysomnographically. Retrieval was tested on the following morning and again 1 week later after daily training on the SRTT. As expected, changes in response speed over the initial night of sleep were negatively correlated with final performance speed after the 1-week training. However, unlike in song birds, this correlation was driven by the baseline speed level achieved before sleep. Baseline-corrected changes in speed or variability over the initial sleep period did not predict final performance on the trained SRTT sequence, or on different sequences introduced to assess generalization of the trained behaviour. The lack of correlation between initial sleep-dependent changes and long-term performance might reflect that the children were too experienced for the simple SRTT, possibly also favouring ceiling effects in performance. A consistent association found between sleep spindle activity and explicit sequence knowledge alternatively suggests that the expected correlation was masked by explicit memory systems interacting with skill memory formation.

The role of cue detection for prospective memory development across the lifespan.

Behavioral findings suggest an inverted U-shaped pattern of prospective memory development across the lifespan. A key mechanism underlying this development is the ability to detect cues. We examined the influence of cue detection on prospective memory, combining behavioral and electrophysiological measures, in three age groups: adolescents (12-14 years), young (19-28 years), and old adults (66-77 years). Cue detection was manipulated by varying the distinctiveness (i.e., how easy it was to detect the cue based on color) of the prospective memory cue in a semantic judgment ongoing task. Behavioral results supported the pattern of an inverted U-shape with a pronounced prospective memory decrease in old adults. Adolescents and young adults showed a prospective memory specific modulation (larger amplitudes for the cues compared to other trials) already for the N1 component. No such specific modulation was evident in old adults for the early N1 component but only at the later P3b component. Adolescents showed differential modulations of the amplitude also for irrelevant information at the P3b, suggesting less efficient processing. In terms of conceptual implications, present findings underline the importance of cue detection for prospective remembering and reveal different developmental trajectories for cue detection. Our findings suggest that cue detection is not a unitary process but consists of multiple stages corresponding to several ERP components that differentially contribute to prospective memory performance across the lifespan. In adolescents resource allocation for detecting cues seemed successful initially but less efficient at later stages; whereas we found the opposite pattern for old adults.

Working memory training and transfer in older adults: effects of age, baseline performance, and training gains.

Recent studies suggest that working memory training may benefit older adults; however, findings regarding training and transfer effects are mixed. The current study aimed to investigate the effects of a process-based training intervention in a diverse sample of older adults and explored possible moderators of training and transfer effects. For that purpose, 80 older adults (65-95 years) were assigned either to a training group that worked on visuospatial, verbal, and executive working memory tasks for 9 sessions over 3 weeks or to a control group. Performance on trained and transfer tasks was assessed in all participants before and after the training period, as well as at a 9-month follow-up. Analyses revealed significant training effects in all 3 training tasks in trained participants relative to controls, as well as near transfer to a verbal working memory task and far transfer to a fluid intelligence task. Encouragingly, all training effects and the transfer effect to verbal working memory were stable at the 9-month follow-up session. Further analyses revealed that training gains were predicted by baseline performance in training tasks and (to a lesser degree) by age. Gains in transfer tasks were predicted by age and by the amount of improvement in the trained tasks. These findings suggest that cognitive plasticity is preserved over a large range of old age and that even a rather short training regime can lead to (partly specific) training and transfer effects. However, baseline performance, age, and training gains moderate the amount of plasticity.

Plasticity of Executive Control through Task Switching Training in Adolescents.

Research has shown that cognitive training can enhance performance in executive control tasks. The current study was designed to explore if executive control, specifically task switching, can be trained in adolescents, what particular aspects of executive control may underlie training and transfer effects, and if acute bouts of exercise directly prior to cognitive training enhance training effects. For that purpose, a task switching training was employed that has been shown to be effective in other age groups. A group of adolescents (10-14 years, n = 20) that received a three-session task switching training was compared to a group (n = 20) that received the same task switching training but who exercised on a stationary bike before each training session. Additionally, a no-contact and an exercise only control group were included (both ns = 20). Analyses indicated that both training groups significantly reduced their switching costs over the course of the training sessions for reaction times and error rates, respectively. Analyses indicated transfer to mixing costs in a task switching task that was similar to the one used in training. Far transfer was limited to a choice reaction time task and a tendency for faster reaction times in an updating task. Analyses revealed no additional effects of the exercise intervention. Findings thus indicate that executive control can be enhanced in adolescents through training and that updating may be of particular relevance for the effects of task switching training.

Potentials and limits of plasticity induced by working memory training in old-old age.

BACKGROUND: Old-old age (80+ years) is associated with substantial cognitive decline. In this population, training-induced cognitive plasticity has rarely been studied. While earlier findings on strategy trainings suggested reduced training gains in old-old age, recent results of an extensive process-based working memory (WM) training have been more positive. OBJECTIVE: Following up on previous research, the present study aimed at examining the effects of a short WM training in old-old adults and the influence of baseline WM capacity on training gains. METHODS: A training group (mean age: 86.8 years) and a matched control group (mean age: 87.1 years) participated in the study. The WM training consisted of five tasks that were trained in each of 10 sessions. To evaluate possible transfer effects, executive functions were assessed with two tests before and after training. The training group was divided via median split in high- and low-capacity individuals to determine the influence of baseline WM capacity on training gains. RESULTS: The training group improved in four of the trained tasks (medium-to-large effects). Training gains were significantly larger in the training group than in the control group in only two of those tasks. The training effects were mainly driven by the low-capacity individuals who improved in all trained tasks. No transfer effects were observed. CONCLUSIONS: These positive effects of a short WM training, particularly for low-capacity individuals, emphasize the potential for cognitive plasticity in old-old age. The absence of transfer effects may also point to its limits.

Children with high-functioning autism show a normal cortisol awakening response (CAR).

Individuals with high-functioning autism spectrum disorders (HFA) show difficulties in the ability to react to change. A recent study suggested that variations in the functioning of the hypothalamus-pituitary-adrenal axis, especially in one of its markers--the cortisol awakening response (CAR)--may be related to those difficulties in adolescents with Asperger's syndrome. The current study investigated the CAR in a younger sample with diagnoses from the whole autism spectrum: A group of children with HFA (N=15) was compared to a group of typically developing children (N=25). Findings suggest that the frequency of a CAR as well as the increase in cortisol levels from awakening to 30 min later were similar between groups, indicating that variations in the CAR in HFA may not be present early in life but only develop later in adolescence or may only occur in some diagnoses from the autism spectrum.

Visuospatial short-term memory explains deficits in tower task planning in high-functioning children with autism spectrum disorder.

Previous findings on planning abilities in individuals with high-functioning autism spectrum disorder (HFA) are inconsistent. Exploring possible reasons for these mixed findings, the current study investigated the involvement of memory in planning performance in 15 children with HFA and 17 typically developing controls. In addition to planning abilities (measured with the Tower of London), short-term memory and delayed recall for verbal as well as visuospatial material were assessed. Findings suggest that particularly reduced efficiency in visuospatial short-term memory is associated with Tower task planning deficits in children with HFA.