Autism: Too eager to learn? Event related potential findings of increased dependency on intentional learning in a serial reaction time task / Fenny S. ZWART in Autism Research, 10-9 (September 2017)  

Public ISBD [article]  inAutism Research > 10-9 (September 2017) . - p.1533-1543 Titre : Autism: Too eager to learn? Event related potential findings of increased dependency on intentional learning in a serial reaction time task Type de document : Texte imprimé et/ou numérique Auteurs : Fenny S. ZWART, Auteur ; Constance T. W. M. VISSERS, Auteur ; Roemer VAN DER MEIJ, Auteur ; Roy P. C. KESSELS, Auteur ; Joseph H. R. MAES, Auteur Article en page(s) : p.1533-1543 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  implicit learning  incidental learning  event related potentials  N2b  P3  serial reaction time task Index. décimale : PER Périodiques Résumé : It has been suggested that people with autism spectrum disorder (ASD) have an increased tendency to use explicit (or intentional) learning strategies. This altered learning may play a role in the development of the social communication difficulties characterizing ASD. In the current study, we investigated incidental and intentional sequence learning using a Serial Reaction Time (SRT) task in an adult ASD population. Response times and event related potentials (ERP) components (N2b and P3) were assessed as indicators of learning and knowledge. Findings showed that behaviorally, sequence learning and ensuing explicit knowledge were similar in ASD and typically developing (TD) controls. However, ERP findings showed that learning in the TD group was characterized by an enhanced N2b, while learning in the ASD group was characterized by an enhanced P3. These findings suggest that learning in the TD group might be more incidental in nature, whereas learning in the ASD group is more intentional or effortful. Increased intentional learning might serve as a strategy for individuals with ASD to control an overwhelming environment. Although this led to similar behavioral performances on the SRT task, it is very plausible that this intentional learning has adverse effects in more complex social situations, and hence contributes to the social impairments found in ASD. En ligne : http://dx.doi.org/10.1002/aur.1802 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=320 [article] Autism: Too eager to learn? Event related potential findings of increased dependency on intentional learning in a serial reaction time task [Texte imprimé et/ou numérique] / Fenny S. ZWART, Auteur ; Constance T. W. M. VISSERS, Auteur ; Roemer VAN DER MEIJ, Auteur ; Roy P. C. KESSELS, Auteur ; Joseph H. R. MAES, Auteur . - p.1533-1543. Langues : Anglais (eng) in Autism Research > 10-9 (September 2017) . - p.1533-1543 Mots-clés : autism spectrum disorder  implicit learning  incidental learning  event related potentials  N2b  P3  serial reaction time task Index. décimale : PER Périodiques Résumé : It has been suggested that people with autism spectrum disorder (ASD) have an increased tendency to use explicit (or intentional) learning strategies. This altered learning may play a role in the development of the social communication difficulties characterizing ASD. In the current study, we investigated incidental and intentional sequence learning using a Serial Reaction Time (SRT) task in an adult ASD population. Response times and event related potentials (ERP) components (N2b and P3) were assessed as indicators of learning and knowledge. Findings showed that behaviorally, sequence learning and ensuing explicit knowledge were similar in ASD and typically developing (TD) controls. However, ERP findings showed that learning in the TD group was characterized by an enhanced N2b, while learning in the ASD group was characterized by an enhanced P3. These findings suggest that learning in the TD group might be more incidental in nature, whereas learning in the ASD group is more intentional or effortful. Increased intentional learning might serve as a strategy for individuals with ASD to control an overwhelming environment. Although this led to similar behavioral performances on the SRT task, it is very plausible that this intentional learning has adverse effects in more complex social situations, and hence contributes to the social impairments found in ASD. En ligne : http://dx.doi.org/10.1002/aur.1802 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=320

On the relationship between autistic traits and executive functioning in a non-clinical Dutch student population / Joseph H. R. MAES in Autism, 17-4 (July 2013)  

Public ISBD [article]  inAutism > 17-4 (July 2013) . - p.379-389 Titre : On the relationship between autistic traits and executive functioning in a non-clinical Dutch student population Type de document : Texte imprimé et/ou numérique Auteurs : Joseph H. R. MAES, Auteur ; Constance T. W. M. VISSERS, Auteur ; Jos EGGER, Auteur ; Paul A. T. M. ELING, Auteur Article en page(s) : p.379-389 Langues : Anglais (eng) Mots-clés : Autism-Spectrum Quotient  executive functioning  non-clinical student population  phonemic fluency  random number generation  Temperament and Character Inventory Index. décimale : PER Périodiques Résumé : We examined the association between autistic traits and different aspects of executive functioning (EF), using non-clinical Social Science and Science students as participants. Autistic traits, and associated personality traits, were measured using the Autism Quotient (AQ) and the Temperament and Character Inventory (TCI), respectively. EF was examined by means of a random number generation test and a phonemic fluency test. Using appropriate dependent measures, the following EF components were examined: 1) inhibition of prepotent responding, 2) simple output inhibition, 3) working memory monitoring and updating, and 4) switching. No significant relationship was found between the AQ and each of the four components of EF. However, two TCI subscales were reliably correlated with either the working memory or the shifting component. These results were discussed in view of the concept of an autism spectrum with respect to executive abilities. En ligne : http://dx.doi.org/10.1177/1362361312442009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=206 [article] On the relationship between autistic traits and executive functioning in a non-clinical Dutch student population [Texte imprimé et/ou numérique] / Joseph H. R. MAES, Auteur ; Constance T. W. M. VISSERS, Auteur ; Jos EGGER, Auteur ; Paul A. T. M. ELING, Auteur . - p.379-389. Langues : Anglais (eng) in Autism > 17-4 (July 2013) . - p.379-389 Mots-clés : Autism-Spectrum Quotient  executive functioning  non-clinical student population  phonemic fluency  random number generation  Temperament and Character Inventory Index. décimale : PER Périodiques Résumé : We examined the association between autistic traits and different aspects of executive functioning (EF), using non-clinical Social Science and Science students as participants. Autistic traits, and associated personality traits, were measured using the Autism Quotient (AQ) and the Temperament and Character Inventory (TCI), respectively. EF was examined by means of a random number generation test and a phonemic fluency test. Using appropriate dependent measures, the following EF components were examined: 1) inhibition of prepotent responding, 2) simple output inhibition, 3) working memory monitoring and updating, and 4) switching. No significant relationship was found between the AQ and each of the four components of EF. However, two TCI subscales were reliably correlated with either the working memory or the shifting component. These results were discussed in view of the concept of an autism spectrum with respect to executive abilities. En ligne : http://dx.doi.org/10.1177/1362361312442009 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=206

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