[article]
| Titre : |
Social affiliation motives modulate spontaneous learning in Williams syndrome but not in autism |
| Type de document : |
texte imprimé |
| Auteurs : |
G. VIVANTI, Auteur ; D. R. HOCKING, Auteur ; P. FANNING, Auteur ; Cheryl DISSANAYAKE, Auteur |
| Article en page(s) : |
40p. |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Attention Autistic Disorder/psychology Child, Preschool Female Humans Learning Male Williams Syndrome/psychology Autism Imitation Social cognition Social learning Williams syndrome |
| Index. décimale : |
PER Périodiques |
| Résumé : |
BACKGROUND: Children with autism spectrum disorder (ASD) and those with Williams syndrome (WS) have difficulties with learning, though the nature of these remains unclear. METHODS: In this study, we used novel eye-tracking and behavioral paradigms to measure how 36 preschoolers with ASD and 21 age- and IQ-matched peers with WS attend to and learn novel behaviors (1) from the outcomes of their own actions (non-social learning), (2) through imitation of others' actions (social learning), and across situations in which imitative learning served either an instrumental function or fulfilled social affiliation motives. RESULTS: The two groups demonstrated similar abilities to learn from the consequences of their own actions and to imitate new actions that were instrumental to the achievement of a tangible goal. Children with WS, unlike those with ASD, increased their attention and imitative learning performance when the model acted in a socially engaging manner. CONCLUSIONS: Learning abnormalities in ASD appear to be linked to the social rather than instrumental dimensions of learning. |
| En ligne : |
http://dx.doi.org/10.1186/s13229-016-0101-0 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=329 |
in Molecular Autism > 7 (2016) . - 40p.
[article] Social affiliation motives modulate spontaneous learning in Williams syndrome but not in autism [texte imprimé] / G. VIVANTI, Auteur ; D. R. HOCKING, Auteur ; P. FANNING, Auteur ; Cheryl DISSANAYAKE, Auteur . - 40p. Langues : Anglais ( eng) in Molecular Autism > 7 (2016) . - 40p.
| Mots-clés : |
Attention Autistic Disorder/psychology Child, Preschool Female Humans Learning Male Williams Syndrome/psychology Autism Imitation Social cognition Social learning Williams syndrome |
| Index. décimale : |
PER Périodiques |
| Résumé : |
BACKGROUND: Children with autism spectrum disorder (ASD) and those with Williams syndrome (WS) have difficulties with learning, though the nature of these remains unclear. METHODS: In this study, we used novel eye-tracking and behavioral paradigms to measure how 36 preschoolers with ASD and 21 age- and IQ-matched peers with WS attend to and learn novel behaviors (1) from the outcomes of their own actions (non-social learning), (2) through imitation of others' actions (social learning), and across situations in which imitative learning served either an instrumental function or fulfilled social affiliation motives. RESULTS: The two groups demonstrated similar abilities to learn from the consequences of their own actions and to imitate new actions that were instrumental to the achievement of a tangible goal. Children with WS, unlike those with ASD, increased their attention and imitative learning performance when the model acted in a socially engaging manner. CONCLUSIONS: Learning abnormalities in ASD appear to be linked to the social rather than instrumental dimensions of learning. |
| En ligne : |
http://dx.doi.org/10.1186/s13229-016-0101-0 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=329 |
|  |
Social affiliation motives modulate spontaneous learning in Williams syndrome but not in autism in Molecular Autism, 7 (2016)
