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 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] / 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

Implicit learning seems to come naturally for children with autism, but not for children with specific language impairment: Evidence from behavioral and ERP data / Fenny S. ZWART in Autism Research, 11-7 (July 2018)  

Public ISBD [article]  inAutism Research > 11-7 (July 2018) . - p.1050-1061 Titre : Implicit learning seems to come naturally for children with autism, but not for children with specific language impairment: Evidence from behavioral and ERP data Type de document : texte imprimé Auteurs : Fenny S. ZWART, Auteur ; Constance T.W.M. VISSERS, Auteur ; Roy P.C. KESSELS, Auteur ; Joseph H.R. MAES, Auteur Article en page(s) : p.1050-1061 Langues : Anglais (eng) Mots-clés : Asd  ERPs  N2b  P3  Sli  SRT task  implicit learning Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) and specific language impairment (SLI) are two neurodevelopmental disorders characterized by deficits in verbal and nonverbal communication skills. These skills are thought to develop largely through implicit-or automatic-learning mechanisms. The aim of the current paper was to investigate the role of implicit learning abilities in the atypical development of communication skills in ASD and SLI. In the current study, we investigated Response Times (RTs) and Event Related Potentials (ERPs) during implicit learning on a Serial Reaction Time (SRT) task in a group of typically developing (TD) children (n = 17), a group of autistic children (n = 16), and a group of children with SLI (n = 13). Findings suggest that learning in both ASD and SLI are similar to that in TD. However, electrophysiological findings suggest that autistic children seem to rely mainly on more automatic processes (as reflected by an N2b component), whereas the children with SLI seem to rely on more controlled processes (as reflected by a P3 component). The TD children appear to use a combination of both learning mechanisms. These findings suggest that clinical interventions should aim at compensating for an implicit learning deficit in children with SLI, but not in children with ASD. Future research should focus on developmental differences in implicit learning and related neural correlates in TD, ASD, and SLI. Autism Res 2018, 11: 1050-1061. (c) 2018 The Authors Autism Research published by International Society for Autism Research and Wiley Periodicals, Inc. LAY SUMMARY: Autism and Specific Language Impairment (SLI) are two disorders characterized by problems in social communication and language. Social communication and language are believed to be learned in an automatic way. This is called "implicit learning." We have found that implicit learning is intact in autism. However, in SLI there seems different brain activity during implicit learning. Maybe children with SLI learn differently, and maybe this different learning makes it more difficult for them to learn language. En ligne : http://dx.doi.org/10.1002/aur.1954 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=366 [article] Implicit learning seems to come naturally for children with autism, but not for children with specific language impairment: Evidence from behavioral and ERP data [texte imprimé] / Fenny S. ZWART, Auteur ; Constance T.W.M. VISSERS, Auteur ; Roy P.C. KESSELS, Auteur ; Joseph H.R. MAES, Auteur . - p.1050-1061. Langues : Anglais (eng) in Autism Research > 11-7 (July 2018) . - p.1050-1061 Mots-clés : Asd  ERPs  N2b  P3  Sli  SRT task  implicit learning Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) and specific language impairment (SLI) are two neurodevelopmental disorders characterized by deficits in verbal and nonverbal communication skills. These skills are thought to develop largely through implicit-or automatic-learning mechanisms. The aim of the current paper was to investigate the role of implicit learning abilities in the atypical development of communication skills in ASD and SLI. In the current study, we investigated Response Times (RTs) and Event Related Potentials (ERPs) during implicit learning on a Serial Reaction Time (SRT) task in a group of typically developing (TD) children (n = 17), a group of autistic children (n = 16), and a group of children with SLI (n = 13). Findings suggest that learning in both ASD and SLI are similar to that in TD. However, electrophysiological findings suggest that autistic children seem to rely mainly on more automatic processes (as reflected by an N2b component), whereas the children with SLI seem to rely on more controlled processes (as reflected by a P3 component). The TD children appear to use a combination of both learning mechanisms. These findings suggest that clinical interventions should aim at compensating for an implicit learning deficit in children with SLI, but not in children with ASD. Future research should focus on developmental differences in implicit learning and related neural correlates in TD, ASD, and SLI. Autism Res 2018, 11: 1050-1061. (c) 2018 The Authors Autism Research published by International Society for Autism Research and Wiley Periodicals, Inc. LAY SUMMARY: Autism and Specific Language Impairment (SLI) are two disorders characterized by problems in social communication and language. Social communication and language are believed to be learned in an automatic way. This is called "implicit learning." We have found that implicit learning is intact in autism. However, in SLI there seems different brain activity during implicit learning. Maybe children with SLI learn differently, and maybe this different learning makes it more difficult for them to learn language. En ligne : http://dx.doi.org/10.1002/aur.1954 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=366

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 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] / 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

The Association Between Sequence Learning on the Serial Reaction Time Task and Social Impairments in Autism / Fenny S. ZWART in Journal of Autism and Developmental Disorders, 48-8 (August 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-8 (August 2018) . - p.2692-2700 Titre : The Association Between Sequence Learning on the Serial Reaction Time Task and Social Impairments in Autism Type de document : texte imprimé Auteurs : Fenny S. ZWART, Auteur ; Constance T.W.M. VISSERS, Auteur ; Joseph H.R. MAES, Auteur Article en page(s) : p.2692-2700 Langues : Anglais (eng) Mots-clés : Asd  Implicit learning  Srs-a  SRT task  Social impairments Index. décimale : PER Périodiques Résumé : It is assumed that learning on the Serial Reaction Time (SRT) task is related to learning involved in social skill development affected in autism, but this assumption has hardly been investigated. We have therefore examined associations between SRT task learning and social impairment measured by the Social Responsiveness Scale in 72 autistic and non-autistic adults. Results revealed a positive correlation between deterministic sequence learning, putatively involving explicit learning, and social impairment in autistic adults but not in non-autistic adults. No correlations with probabilistic learning were found. These results suggest that the type of learning that helps autistic adults during a deterministic SRT task hinders them during social development, and call for further investigating the ecological validity of the SRT task. En ligne : http://dx.doi.org/10.1007/s10803-018-3529-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] The Association Between Sequence Learning on the Serial Reaction Time Task and Social Impairments in Autism [texte imprimé] / Fenny S. ZWART, Auteur ; Constance T.W.M. VISSERS, Auteur ; Joseph H.R. MAES, Auteur . - p.2692-2700. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-8 (August 2018) . - p.2692-2700 Mots-clés : Asd  Implicit learning  Srs-a  SRT task  Social impairments Index. décimale : PER Périodiques Résumé : It is assumed that learning on the Serial Reaction Time (SRT) task is related to learning involved in social skill development affected in autism, but this assumption has hardly been investigated. We have therefore examined associations between SRT task learning and social impairment measured by the Social Responsiveness Scale in 72 autistic and non-autistic adults. Results revealed a positive correlation between deterministic sequence learning, putatively involving explicit learning, and social impairment in autistic adults but not in non-autistic adults. No correlations with probabilistic learning were found. These results suggest that the type of learning that helps autistic adults during a deterministic SRT task hinders them during social development, and call for further investigating the ecological validity of the SRT task. En ligne : http://dx.doi.org/10.1007/s10803-018-3529-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

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