Transitive inference in a clinical childhood sample with a focus on autism spectrum disorder / Tina KAO in Autism Research, 17-11 (November 2024)  

Public ISBD [article]  inAutism Research > 17-11 (November 2024) . - p.2355-2369 Titre : Transitive inference in a clinical childhood sample with a focus on autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Tina KAO, Auteur ; Charlotte MICHAELCHECK, Auteur ; Vincent P. FERRERA, Auteur ; Herbert S. TERRACE, Auteur ; Greg JENSEN, Auteur Article en page(s) : p.2355-2369 Langues : Anglais (eng) Mots-clés : autism spectrum disorder  cognition  humans  learning  serial learning  transitive inference Index. décimale : PER Périodiques Résumé : Abstract Transitive inference (TI) has a long history in the study of human development. There have, however, few pediatric studies that report clinical diagnoses have tested trial-and-error TI learning, in which participants infer item relations, rather than evaluate them explicitly from verbal descriptions. Children aged 8?10 underwent a battery of clinical assessments and received a range of diagnoses, potentially including autism spectrum disorder (ASD), attention-deficit hyperactive disorder (ADHD), anxiety disorders (AD), specific learning disorders (SLD), and/or communication disorders (CD). Participants also performed a trial-and-error learning task that tested for TI. Response accuracy and reaction time were assessed using a statistical model that controlled for diagnostic comorbidity at the group level. Participants in all diagnostic categories showed evidence of TI. However, a model comparison analysis suggested that those diagnosed with ASD succeeded in a qualitatively different way, responding more slowly to each choice and improving faster across trials than their non-ASD counterparts. Additionally, TI performance was not associated with IQ. Overall, our data suggest that superficially similar performance levels between ASD and non-ASD participants may have resulted from a difference in the speed-accuracy tradeoff made by each group. Our work provides a preliminary profile of the impact of various clinical diagnoses on TI performance in young children. Of these, an ASD diagnosis resulted in the largest difference in task strategy. En ligne : https://doi.org/10.1002/aur.3225 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542 [article] Transitive inference in a clinical childhood sample with a focus on autism spectrum disorder [Texte imprimé et/ou numérique] / Tina KAO, Auteur ; Charlotte MICHAELCHECK, Auteur ; Vincent P. FERRERA, Auteur ; Herbert S. TERRACE, Auteur ; Greg JENSEN, Auteur . - p.2355-2369. Langues : Anglais (eng) in Autism Research > 17-11 (November 2024) . - p.2355-2369 Mots-clés : autism spectrum disorder  cognition  humans  learning  serial learning  transitive inference Index. décimale : PER Périodiques Résumé : Abstract Transitive inference (TI) has a long history in the study of human development. There have, however, few pediatric studies that report clinical diagnoses have tested trial-and-error TI learning, in which participants infer item relations, rather than evaluate them explicitly from verbal descriptions. Children aged 8?10 underwent a battery of clinical assessments and received a range of diagnoses, potentially including autism spectrum disorder (ASD), attention-deficit hyperactive disorder (ADHD), anxiety disorders (AD), specific learning disorders (SLD), and/or communication disorders (CD). Participants also performed a trial-and-error learning task that tested for TI. Response accuracy and reaction time were assessed using a statistical model that controlled for diagnostic comorbidity at the group level. Participants in all diagnostic categories showed evidence of TI. However, a model comparison analysis suggested that those diagnosed with ASD succeeded in a qualitatively different way, responding more slowly to each choice and improving faster across trials than their non-ASD counterparts. Additionally, TI performance was not associated with IQ. Overall, our data suggest that superficially similar performance levels between ASD and non-ASD participants may have resulted from a difference in the speed-accuracy tradeoff made by each group. Our work provides a preliminary profile of the impact of various clinical diagnoses on TI performance in young children. Of these, an ASD diagnosis resulted in the largest difference in task strategy. En ligne : https://doi.org/10.1002/aur.3225 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=542

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