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Statistical Learning is Associated with Autism Symptoms and Verbal Abilities in Young Children with Autism / R. M. JONES in Journal of Autism and Developmental Disorders, 48-10 (October 2018)
[article]
Titre : Statistical Learning is Associated with Autism Symptoms and Verbal Abilities in Young Children with Autism Type de document : Texte imprimé et/ou numérique Auteurs : R. M. JONES, Auteur ; T. TARPEY, Auteur ; A. HAMO, Auteur ; Caroline CARBERRY, Auteur ; G. BROUWER, Auteur ; C. LORD, Auteur Article en page(s) : p.3551-3561 Langues : Anglais (eng) Mots-clés : Autism Bayes classification Cognitive abilities Social communication Statistical learning Index. décimale : PER Périodiques Résumé : Statistical learning-extracting regularities in the environment-may underlie complex social behavior. 124 children, 56 with autism and 68 typically developing, ages 2-8 years, completed a novel visual statistical learning task on an iPad. Averaged together, children with autism demonstrated less learning on the task compared to typically developing children. However, multivariate classification analyses characterized individual behavior patterns, and demonstrated a subset of children with autism had similar learning patterns to typically developing children and that subset of children had less severe autism symptoms. Therefore, statistically averaging data resulted in missing critical heterogeneity. Variability in statistical learning may help to understand differences in autism symptoms across individuals and could be used to tailor and inform treatment decisions. En ligne : http://dx.doi.org/10.1007/s10803-018-3625-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369
in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3551-3561[article] Statistical Learning is Associated with Autism Symptoms and Verbal Abilities in Young Children with Autism [Texte imprimé et/ou numérique] / R. M. JONES, Auteur ; T. TARPEY, Auteur ; A. HAMO, Auteur ; Caroline CARBERRY, Auteur ; G. BROUWER, Auteur ; C. LORD, Auteur . - p.3551-3561.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-10 (October 2018) . - p.3551-3561
Mots-clés : Autism Bayes classification Cognitive abilities Social communication Statistical learning Index. décimale : PER Périodiques Résumé : Statistical learning-extracting regularities in the environment-may underlie complex social behavior. 124 children, 56 with autism and 68 typically developing, ages 2-8 years, completed a novel visual statistical learning task on an iPad. Averaged together, children with autism demonstrated less learning on the task compared to typically developing children. However, multivariate classification analyses characterized individual behavior patterns, and demonstrated a subset of children with autism had similar learning patterns to typically developing children and that subset of children had less severe autism symptoms. Therefore, statistically averaging data resulted in missing critical heterogeneity. Variability in statistical learning may help to understand differences in autism symptoms across individuals and could be used to tailor and inform treatment decisions. En ligne : http://dx.doi.org/10.1007/s10803-018-3625-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=369 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 Cognitive Mechanisms Underlying Action Prediction in Children and Adults with Autism Spectrum Condition / Tobias SCHUWERK in Journal of Autism and Developmental Disorders, 46-12 (December 2016)
[article]
Titre : Cognitive Mechanisms Underlying Action Prediction in Children and Adults with Autism Spectrum Condition Type de document : Texte imprimé et/ou numérique Auteurs : Tobias SCHUWERK, Auteur ; Beate SODIAN, Auteur ; Markus PAULUS, Auteur Article en page(s) : p.3623-3639 Langues : Anglais (eng) Mots-clés : Anticipatory looking Action prediction Teleological reasoning Autism spectrum condition Statistical learning Index. décimale : PER Périodiques Résumé : Recent research suggests that impaired action prediction is at the core of social interaction deficits in autism spectrum condition (ASC). Here, we targeted two cognitive mechanisms that are thought to underlie the prediction of others’ actions: statistical learning and efficiency considerations. We measured proactive eye movements of 10-year-old children and adults with and without ASC in anticipation of an agent’s repeatedly presented action. Participants with ASC showed a generally weaker tendency to generate action predictions. Further analyses revealed that statistical learning led to systematic accurate action predictions in the control groups. Participants with ASC were impaired in their ability to use frequency information for action predictions. Our findings inform etiological models of impaired social interaction in ASC. En ligne : http://dx.doi.org/10.1007/s10803-016-2899-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3623-3639[article] Cognitive Mechanisms Underlying Action Prediction in Children and Adults with Autism Spectrum Condition [Texte imprimé et/ou numérique] / Tobias SCHUWERK, Auteur ; Beate SODIAN, Auteur ; Markus PAULUS, Auteur . - p.3623-3639.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-12 (December 2016) . - p.3623-3639
Mots-clés : Anticipatory looking Action prediction Teleological reasoning Autism spectrum condition Statistical learning Index. décimale : PER Périodiques Résumé : Recent research suggests that impaired action prediction is at the core of social interaction deficits in autism spectrum condition (ASC). Here, we targeted two cognitive mechanisms that are thought to underlie the prediction of others’ actions: statistical learning and efficiency considerations. We measured proactive eye movements of 10-year-old children and adults with and without ASC in anticipation of an agent’s repeatedly presented action. Participants with ASC showed a generally weaker tendency to generate action predictions. Further analyses revealed that statistical learning led to systematic accurate action predictions in the control groups. Participants with ASC were impaired in their ability to use frequency information for action predictions. Our findings inform etiological models of impaired social interaction in ASC. En ligne : http://dx.doi.org/10.1007/s10803-016-2899-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297