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Brief Report: A Comparison of Statistical Learning in School-Aged Children with High Functioning Autism and Typically Developing Peers / Jessica MAYO in Journal of Autism and Developmental Disorders, 42-11 (November 2012)
[article]
Titre : Brief Report: A Comparison of Statistical Learning in School-Aged Children with High Functioning Autism and Typically Developing Peers Type de document : Texte imprimé et/ou numérique Auteurs : Jessica MAYO, Auteur ; Inge-Marie EIGSTI, Auteur Article en page(s) : p.2476-2485 Langues : Anglais (eng) Mots-clés : Autism Language Implicit learning Statistical learning Speech segmentation Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders have impairments in language acquisition, but the underlying mechanism of these deficits is poorly understood. Implicit learning is potentially relevant to language development, particularly in speech segmentation, which relies on sensitivity to transitional probabilities between speech sounds. This study investigated the relationship between implicit learning and current language abilities in school-aged children with high functioning autism and a history of language delay ( n = 17) and in children with typical development ( n = 24) using a well-studied artificial language learning task. Results suggest that high functioning children with autism (HFA) and TD groups were equally able to implicitly learn transitional probabilities from a lengthy stimulus stream. Furthermore, task performance was not strongly associated with current language abilities. Implications for implicit learning research in HFA are discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1493-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=183
in Journal of Autism and Developmental Disorders > 42-11 (November 2012) . - p.2476-2485[article] Brief Report: A Comparison of Statistical Learning in School-Aged Children with High Functioning Autism and Typically Developing Peers [Texte imprimé et/ou numérique] / Jessica MAYO, Auteur ; Inge-Marie EIGSTI, Auteur . - p.2476-2485.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-11 (November 2012) . - p.2476-2485
Mots-clés : Autism Language Implicit learning Statistical learning Speech segmentation Index. décimale : PER Périodiques Résumé : Individuals with autism spectrum disorders have impairments in language acquisition, but the underlying mechanism of these deficits is poorly understood. Implicit learning is potentially relevant to language development, particularly in speech segmentation, which relies on sensitivity to transitional probabilities between speech sounds. This study investigated the relationship between implicit learning and current language abilities in school-aged children with high functioning autism and a history of language delay ( n = 17) and in children with typical development ( n = 24) using a well-studied artificial language learning task. Results suggest that high functioning children with autism (HFA) and TD groups were equally able to implicitly learn transitional probabilities from a lengthy stimulus stream. Furthermore, task performance was not strongly associated with current language abilities. Implications for implicit learning research in HFA are discussed. En ligne : http://dx.doi.org/10.1007/s10803-012-1493-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=183