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

Working memory deficits in high-functioning adolescents with autism spectrum disorders: neuropsychological and neuroimaging correlates / Evelien M. BARENDSE in Journal of Neurodevelopmental Disorders, 5-1 (December 2013)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 5-1 (December 2013) . - p.14 Titre : Working memory deficits in high-functioning adolescents with autism spectrum disorders: neuropsychological and neuroimaging correlates Type de document : texte imprimé Auteurs : Evelien M. BARENDSE, Auteur ; Marc P.H. HENDRIKS, Auteur ; Jacobus F.A. JANSEN, Auteur ; Walter H. BACKES, Auteur ; Paul A.M. HOFMAN, Auteur ; Geert THOONEN, Auteur ; Roy P.C. KESSELS, Auteur ; Albert P ALDENKAMP, Auteur Article en page(s) : p.14 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : Working memory is a temporary storage system under attentional control. It is believed to play a central role in online processing of complex cognitive information and may also play a role in social cognition and interpersonal interactions. Adolescents with a disorder on the autism spectrum display problems in precisely these domains. Social impairments, communication difficulties, and repetitive interests and activities are core domains of autism spectrum disorders (ASD), and executive function problems are often seen throughout the spectrum. As the main cognitive theories of ASD, including the theory of mind deficit hypotheses, weak central coherence account, and the executive dysfunction theory, still fail to explain the broad spectrum of symptoms, a new perspective on the etiology of ASD is needed. Deficits in working memory are central to many theories of psychopathology, and are generally linked to frontal-lobe dysfunction. This article will review neuropsychological and (functional) brain imaging studies on working memory in adolescents with ASD. Although still disputed, it is concluded that within the working memory system specific problems of spatial working memory are often seen in adolescents with ASD. These problems increase when information is more complex and greater demands on working memory are made. Neuroimaging studies indicate a more global working memory processing or connectivity deficiency, rather than a focused deficit in the prefrontal cortex. More research is needed to relate these working memory difficulties and neuroimaging results in ASD to the behavioral difficulties as seen in individuals with a disorder on the autism spectrum. En ligne : http://dx.doi.org/10.1186/1866-1955-5-14 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=345 [article] Working memory deficits in high-functioning adolescents with autism spectrum disorders: neuropsychological and neuroimaging correlates [texte imprimé] / Evelien M. BARENDSE, Auteur ; Marc P.H. HENDRIKS, Auteur ; Jacobus F.A. JANSEN, Auteur ; Walter H. BACKES, Auteur ; Paul A.M. HOFMAN, Auteur ; Geert THOONEN, Auteur ; Roy P.C. KESSELS, Auteur ; Albert P ALDENKAMP, Auteur . - p.14. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 5-1 (December 2013) . - p.14 Index. décimale : PER Périodiques Résumé : Working memory is a temporary storage system under attentional control. It is believed to play a central role in online processing of complex cognitive information and may also play a role in social cognition and interpersonal interactions. Adolescents with a disorder on the autism spectrum display problems in precisely these domains. Social impairments, communication difficulties, and repetitive interests and activities are core domains of autism spectrum disorders (ASD), and executive function problems are often seen throughout the spectrum. As the main cognitive theories of ASD, including the theory of mind deficit hypotheses, weak central coherence account, and the executive dysfunction theory, still fail to explain the broad spectrum of symptoms, a new perspective on the etiology of ASD is needed. Deficits in working memory are central to many theories of psychopathology, and are generally linked to frontal-lobe dysfunction. This article will review neuropsychological and (functional) brain imaging studies on working memory in adolescents with ASD. Although still disputed, it is concluded that within the working memory system specific problems of spatial working memory are often seen in adolescents with ASD. These problems increase when information is more complex and greater demands on working memory are made. Neuroimaging studies indicate a more global working memory processing or connectivity deficiency, rather than a focused deficit in the prefrontal cortex. More research is needed to relate these working memory difficulties and neuroimaging results in ASD to the behavioral difficulties as seen in individuals with a disorder on the autism spectrum. En ligne : http://dx.doi.org/10.1186/1866-1955-5-14 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=345

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