[article] 
inJournal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.369-376

Titre :	To What Extent is the Contribution of Language to Learning via Instructions Modulated by the Expression of Autism Traits? : Journal of Autism and Developmental Disorders
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Félice van 't Wout, Auteur ; Christopher JARROLD, Auteur
Article en page(s) :	p.369-376
Langues :	Anglais (eng)
Index. décimale :	PER Périodiques
Résumé :	Language plays a fundamental role in enabling flexible, goal-directed behaviour. This study investigated whether the contribution of language to instruction encoding is modulated by the expression of autism traits, as measured by the Autism Spectrum Quotient (ASQ) questionnaire. Participants (N = 108) completed six choice reaction time tasks, with each task consisting of six stimulus-response mappings. During an instruction phase preceding each task, participants performed either a verbal, non-verbal or no distractor task. Participants made more errors in the verbal distractor task condition, but this detrimental effect did not differ significantly between the high (top 33%) and low (bottom 33%) ASQ groups. Hence, the contribution of language to instruction encoding does not appear to be modulated by the expression of autism traits.
En ligne :	https://doi.org/10.1007/s10803-022-05843-1
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547

[article] To What Extent is the Contribution of Language to Learning via Instructions Modulated by the Expression of Autism Traits? : Journal of Autism and Developmental Disorders [Texte imprimé et/ou numérique] / Félice van 't Wout, Auteur ; Christopher JARROLD, Auteur . - p.369-376.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 55-1 (January 2025) . - p.369-376

Index. décimale :	PER Périodiques
Résumé :	Language plays a fundamental role in enabling flexible, goal-directed behaviour. This study investigated whether the contribution of language to instruction encoding is modulated by the expression of autism traits, as measured by the Autism Spectrum Quotient (ASQ) questionnaire. Participants (N = 108) completed six choice reaction time tasks, with each task consisting of six stimulus-response mappings. During an instruction phase preceding each task, participants performed either a verbal, non-verbal or no distractor task. Participants made more errors in the verbal distractor task condition, but this detrimental effect did not differ significantly between the high (top 33%) and low (bottom 33%) ASQ groups. Hence, the contribution of language to instruction encoding does not appear to be modulated by the expression of autism traits.
En ligne :	https://doi.org/10.1007/s10803-022-05843-1
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=547