62 recherche sur le mot-clé 'Learning'

Learning of skilled movements via imitation in ASD / Danielle MCAULIFFE in Autism Research, 13-5 (May 2020)  

Public ISBD [article]  inAutism Research > 13-5 (May 2020) . - p.777-784 Titre : Learning of skilled movements via imitation in ASD Type de document : Texte imprimé et/ou numérique Auteurs : Danielle MCAULIFFE, Auteur ; Yi ZHAO, Auteur ; Ajay S. PILLAI, Auteur ; Katarina AMENT, Auteur ; Jack ADAMEK, Auteur ; Brian S. CAFFO, Auteur ; Stewart H. MOSTOFSKY, Auteur ; Joshua B. EWEN, Auteur Article en page(s) : p.777-784 Langues : Anglais (eng) Mots-clés : autism  dyspraxia  imitation  learning  motor control  skill learning Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) consists of altered performance of a range of skills, including social/communicative and motor skills. It is unclear whether this altered performance results from atypical acquisition or learning of the skills or from atypical "online" performance of the skills. Atypicalities of skilled actions that require both motor and cognitive resources, such as abnormal gesturing, are highly prevalent in ASD and are easier to study in a laboratory context than are social/communicative skills. Imitation has long been known to be impaired in ASD; because learning via imitation is a prime method by which humans acquire skills, we tested the hypothesis that children with ASD show alterations in learning novel gestures via imitation. Eighteen participants with ASD and IQ > 80, ages 8-12.9 years, and 19 typically developing peers performed a task in which they watched a video of a model performing a novel, meaningless arm/hand gesture and copied the gesture. Each gesture video/copy sequence was repeated 4-6 times. Eight gestures were analyzed. Examination of learning trajectories revealed that while children with ASD made nearly as much progress in learning from repetition 1 to repetition 4, the shape of the learning curves differed. Causal modeling demonstrated the shape of the learning curve influenced both the performance of overlearned gestures and autism severity, suggesting that it is in the index of learning mechanisms relevant both to motor skills and to autism core features. Autism Res 2020, 13: 777-784.. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Imitation is a route by which humans learn a wide range of skills, naturally and in therapies. Imitation is known to be altered in autism spectrum disorder (ASD), but learning via imitation has not been rigorously examined. We found that the shape of the learning curve is altered in ASD, in a way that has a significant impact both on measures of autism severity and of other motor skills. En ligne : http://dx.doi.org/10.1002/aur.2253 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422 [article] Learning of skilled movements via imitation in ASD [Texte imprimé et/ou numérique] / Danielle MCAULIFFE, Auteur ; Yi ZHAO, Auteur ; Ajay S. PILLAI, Auteur ; Katarina AMENT, Auteur ; Jack ADAMEK, Auteur ; Brian S. CAFFO, Auteur ; Stewart H. MOSTOFSKY, Auteur ; Joshua B. EWEN, Auteur . - p.777-784. Langues : Anglais (eng) in Autism Research > 13-5 (May 2020) . - p.777-784 Mots-clés : autism  dyspraxia  imitation  learning  motor control  skill learning Index. décimale : PER Périodiques Résumé : Autism spectrum disorder (ASD) consists of altered performance of a range of skills, including social/communicative and motor skills. It is unclear whether this altered performance results from atypical acquisition or learning of the skills or from atypical "online" performance of the skills. Atypicalities of skilled actions that require both motor and cognitive resources, such as abnormal gesturing, are highly prevalent in ASD and are easier to study in a laboratory context than are social/communicative skills. Imitation has long been known to be impaired in ASD; because learning via imitation is a prime method by which humans acquire skills, we tested the hypothesis that children with ASD show alterations in learning novel gestures via imitation. Eighteen participants with ASD and IQ > 80, ages 8-12.9 years, and 19 typically developing peers performed a task in which they watched a video of a model performing a novel, meaningless arm/hand gesture and copied the gesture. Each gesture video/copy sequence was repeated 4-6 times. Eight gestures were analyzed. Examination of learning trajectories revealed that while children with ASD made nearly as much progress in learning from repetition 1 to repetition 4, the shape of the learning curves differed. Causal modeling demonstrated the shape of the learning curve influenced both the performance of overlearned gestures and autism severity, suggesting that it is in the index of learning mechanisms relevant both to motor skills and to autism core features. Autism Res 2020, 13: 777-784.. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Imitation is a route by which humans learn a wide range of skills, naturally and in therapies. Imitation is known to be altered in autism spectrum disorder (ASD), but learning via imitation has not been rigorously examined. We found that the shape of the learning curve is altered in ASD, in a way that has a significant impact both on measures of autism severity and of other motor skills. En ligne : http://dx.doi.org/10.1002/aur.2253 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=422

Eye-Tracking Reveals Absent Repetition Learning Across the Autism Spectrum: Evidence From a Passive Viewing Task / Sebastian B GAIGG in Autism Research, 13-11 (November 2020)  

Public ISBD [article]  inAutism Research > 13-11 (November 2020) . - p.1929-1946 Titre : Eye-Tracking Reveals Absent Repetition Learning Across the Autism Spectrum: Evidence From a Passive Viewing Task Type de document : Texte imprimé et/ou numérique Auteurs : Sebastian B GAIGG, Auteur ; Marie K. KRUG, Auteur ; Marjorie SOLOMON, Auteur ; Amanda ROESTORF, Auteur ; Claire DERWENT, Auteur ; Sophie ANNS, Auteur ; Dermot M. BOWLER, Auteur ; Susan RIVERA, Auteur ; Christine W. NORDAHL, Auteur ; Emily J. H. JONES, Auteur Article en page(s) : p.1929-1946 Langues : Anglais (eng) Mots-clés : eye movement  language impairment  learning  learning disabilities  memory Index. décimale : PER Périodiques Résumé : In the domain of memory, autism is characterized by difficulties in explicitly remembering the specific order of stimuli, whereas implicit serial order memory appears to be preserved. This pattern is of considerable interest because serial order memory is known to play a critical role in children's language development. Currently, however, few paradigms exist that can effectively probe serial order memory across heterogeneous groups of children, including those who are minimally verbal. We present two experiments, involving 39 adults (20 ASD; 19 TD) and 130 children (86 ASD; 44 TD), that address this issue using an eye-tracking paradigm, which simply required participants to "watch out for a bunny" that appeared in repeating sequences of screen locations. The adults in Experiment 1 all had normative IQs, whereas Experiment 2 included children with and without substantial language and intellectual difficulties. In both experiments gaze latencies and anticipatory fixations to the bunny indicated reliable repetition learning effects in the TD but not the ASD groups. Importantly, we were able to acquire reliable data from around half of the children with significant language impairments in Experiment 2, indicating that the paradigm can shed light on important learning processes in this underrepresented group. We discuss the implications of these findings for theories of memory in ASD as well as for the utility of eye-tracking technology to probe repetition learning effects in autism. Autism Res 2020, 13: 1929-1946. © 2020 The Authors. Autism Research published by International Society for Autism Research and Wiley Periodicals LLC. LAY SUMMARY: Remembering the specific order of stimuli plays an important role in language development and is thought to be a source of difficulty for autistic individuals. Research in this area, however, rarely includes autistic participants who are minimally verbal. Here we develop an eye-tracking paradigm that demonstrates serial order learning difficulties across the autism spectrum. We discuss the implications of these findings for our understanding of the role of memory difficulties in the varied language profiles across the autism spectrum. En ligne : http://dx.doi.org/10.1002/aur.2368 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433 [article] Eye-Tracking Reveals Absent Repetition Learning Across the Autism Spectrum: Evidence From a Passive Viewing Task [Texte imprimé et/ou numérique] / Sebastian B GAIGG, Auteur ; Marie K. KRUG, Auteur ; Marjorie SOLOMON, Auteur ; Amanda ROESTORF, Auteur ; Claire DERWENT, Auteur ; Sophie ANNS, Auteur ; Dermot M. BOWLER, Auteur ; Susan RIVERA, Auteur ; Christine W. NORDAHL, Auteur ; Emily J. H. JONES, Auteur . - p.1929-1946. Langues : Anglais (eng) in Autism Research > 13-11 (November 2020) . - p.1929-1946 Mots-clés : eye movement  language impairment  learning  learning disabilities  memory Index. décimale : PER Périodiques Résumé : In the domain of memory, autism is characterized by difficulties in explicitly remembering the specific order of stimuli, whereas implicit serial order memory appears to be preserved. This pattern is of considerable interest because serial order memory is known to play a critical role in children's language development. Currently, however, few paradigms exist that can effectively probe serial order memory across heterogeneous groups of children, including those who are minimally verbal. We present two experiments, involving 39 adults (20 ASD; 19 TD) and 130 children (86 ASD; 44 TD), that address this issue using an eye-tracking paradigm, which simply required participants to "watch out for a bunny" that appeared in repeating sequences of screen locations. The adults in Experiment 1 all had normative IQs, whereas Experiment 2 included children with and without substantial language and intellectual difficulties. In both experiments gaze latencies and anticipatory fixations to the bunny indicated reliable repetition learning effects in the TD but not the ASD groups. Importantly, we were able to acquire reliable data from around half of the children with significant language impairments in Experiment 2, indicating that the paradigm can shed light on important learning processes in this underrepresented group. We discuss the implications of these findings for theories of memory in ASD as well as for the utility of eye-tracking technology to probe repetition learning effects in autism. Autism Res 2020, 13: 1929-1946. © 2020 The Authors. Autism Research published by International Society for Autism Research and Wiley Periodicals LLC. LAY SUMMARY: Remembering the specific order of stimuli plays an important role in language development and is thought to be a source of difficulty for autistic individuals. Research in this area, however, rarely includes autistic participants who are minimally verbal. Here we develop an eye-tracking paradigm that demonstrates serial order learning difficulties across the autism spectrum. We discuss the implications of these findings for our understanding of the role of memory difficulties in the varied language profiles across the autism spectrum. En ligne : http://dx.doi.org/10.1002/aur.2368 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=433

Academic learning challenges and links to vocational outcomes in young autistic adults / Diego ARAGON-GUEVARA ; Goldie A. MCQUAID ; Gregory L. WALLACE ; Nancy Raitano LEE in Autism, 28-12 (December 2024)  

Public ISBD [article]  inAutism > 28-12 (December 2024) . - p.3143-3155 Titre : Academic learning challenges and links to vocational outcomes in young autistic adults Type de document : Texte imprimé et/ou numérique Auteurs : Diego ARAGON-GUEVARA, Auteur ; Goldie A. MCQUAID, Auteur ; Gregory L. WALLACE, Auteur ; Nancy Raitano LEE, Auteur Article en page(s) : p.3143-3155 Langues : Anglais (eng) Mots-clés : adult  autism spectrum disorders  cognition (attention  learning  memory)  vocational/labor force participation Index. décimale : PER Périodiques Résumé : Obtaining and maintaining employment can be a challenge for autistic adults and learning challenges may be related to vocational outcomes in this population. The present study sought to evaluate the Learning Needs Screening Tool to identify autistic job seekers who may benefit from additional services to obtain employment. A total of 401 autistic adults participated in this study. Internal consistency of Learning Needs Screening Tool items was evaluated. A principal component analysis was then completed to understand the measure?s factor structure and evaluations of external validity were completed. Evaluation of the screening items of the Learning Needs Screening Tool revealed high internal consistency. Three factors (Orthography, Arithmetic, and Retrospective Learning and Service Receipt) emerged. Overall, 56% of the sample screened positive on the Learning Needs Screening Tool, indicating a history of learning challenges. Analysis of history of special education receipt and vocational outcomes showed strong external validity for the measure. Results support the utility of the Learning Needs Screening Tool as a possible screening tool to evaluate learning challenges in autistic job seekers. As those who screened positive were more likely to have no vocational/educational activities, knowledge of retrospective learning needs may help vocational counselors identify autistic adults who need greater supports when seeking and obtaining jobs. Lay abstract Finding a job can be hard for autistic adults. No studies have been completed that look into whether having difficulties learning and troubles finding a job are related in this population. The current study did so by evaluating the Learning Needs Screening Tool, a measure of learning challenges used in vocational rehabilitation settings, or places meant to help people find work. A total of 401 autistic adults completed this study online. Specifically, the study evaluated (a) the characteristics of the Learning Needs Screening Tool, including the relationships between questions that ask about similar learning challenges, and (b) the ability of the measure to relate to real-world outcomes that are associated with learning difficulties, namely prior special education receipt and difficulties finding a job. Evaluation of the questions asked on the Learning Needs Screening Tool revealed that they were highly related and that learning difficulties fell into different categories. Fifty-six percent of the people in the study showed learning challenges on the measure. People who were identified as having learning difficulties on the Learning Needs Screening Tool had higher rates of receiving special education services in the past and lower rates of current employment. These results suggest that the Learning Needs Screening Tool may help to identify autistic job seekers who have learning difficulties and may have more challenges finding a job. En ligne : https://dx.doi.org/10.1177/13623613241255774 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543 [article] Academic learning challenges and links to vocational outcomes in young autistic adults [Texte imprimé et/ou numérique] / Diego ARAGON-GUEVARA, Auteur ; Goldie A. MCQUAID, Auteur ; Gregory L. WALLACE, Auteur ; Nancy Raitano LEE, Auteur . - p.3143-3155. Langues : Anglais (eng) in Autism > 28-12 (December 2024) . - p.3143-3155 Mots-clés : adult  autism spectrum disorders  cognition (attention  learning  memory)  vocational/labor force participation Index. décimale : PER Périodiques Résumé : Obtaining and maintaining employment can be a challenge for autistic adults and learning challenges may be related to vocational outcomes in this population. The present study sought to evaluate the Learning Needs Screening Tool to identify autistic job seekers who may benefit from additional services to obtain employment. A total of 401 autistic adults participated in this study. Internal consistency of Learning Needs Screening Tool items was evaluated. A principal component analysis was then completed to understand the measure?s factor structure and evaluations of external validity were completed. Evaluation of the screening items of the Learning Needs Screening Tool revealed high internal consistency. Three factors (Orthography, Arithmetic, and Retrospective Learning and Service Receipt) emerged. Overall, 56% of the sample screened positive on the Learning Needs Screening Tool, indicating a history of learning challenges. Analysis of history of special education receipt and vocational outcomes showed strong external validity for the measure. Results support the utility of the Learning Needs Screening Tool as a possible screening tool to evaluate learning challenges in autistic job seekers. As those who screened positive were more likely to have no vocational/educational activities, knowledge of retrospective learning needs may help vocational counselors identify autistic adults who need greater supports when seeking and obtaining jobs. Lay abstract Finding a job can be hard for autistic adults. No studies have been completed that look into whether having difficulties learning and troubles finding a job are related in this population. The current study did so by evaluating the Learning Needs Screening Tool, a measure of learning challenges used in vocational rehabilitation settings, or places meant to help people find work. A total of 401 autistic adults completed this study online. Specifically, the study evaluated (a) the characteristics of the Learning Needs Screening Tool, including the relationships between questions that ask about similar learning challenges, and (b) the ability of the measure to relate to real-world outcomes that are associated with learning difficulties, namely prior special education receipt and difficulties finding a job. Evaluation of the questions asked on the Learning Needs Screening Tool revealed that they were highly related and that learning difficulties fell into different categories. Fifty-six percent of the people in the study showed learning challenges on the measure. People who were identified as having learning difficulties on the Learning Needs Screening Tool had higher rates of receiving special education services in the past and lower rates of current employment. These results suggest that the Learning Needs Screening Tool may help to identify autistic job seekers who have learning difficulties and may have more challenges finding a job. En ligne : https://dx.doi.org/10.1177/13623613241255774 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=543

Adults with Autism Tend to Undermine the Hidden Environmental Structure: Evidence from a Visual Associative Learning Task / L. A. SAPEY-TRIOMPHE in Journal of Autism and Developmental Disorders, 48-9 (September 2018)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3061-3074 Titre : Adults with Autism Tend to Undermine the Hidden Environmental Structure: Evidence from a Visual Associative Learning Task Type de document : Texte imprimé et/ou numérique Auteurs : L. A. SAPEY-TRIOMPHE, Auteur ; Sandrine SONIE, Auteur ; M. A. HENAFF, Auteur ; J. MATTOUT, Auteur ; C. SCHMITZ, Auteur Article en page(s) : p.3061-3074 Langues : Anglais (eng) Mots-clés : Autism  Categorization  Learning  Local and global processing  Perception Index. décimale : PER Périodiques Résumé : The learning-style theory of Autism Spectrum Disorders (ASD) (Qian, Lipkin, Frontiers in Human Neuroscience 5:77, 2011) states that ASD individuals differ from neurotypics in the way they learn and store information about the environment and its structure. ASD would rather adopt a lookup-table strategy (LUT: memorizing each experience), while neurotypics would favor an interpolation style (INT: extracting regularities to generalize). In a series of visual behavioral tasks, we tested this hypothesis in 20 neurotypical and 20 ASD adults. ASD participants had difficulties using the INT style when instructions were hidden but not when instructions were revealed. Rather than an inability to use rules, ASD would be characterized by a disinclination to generalize and infer such rules. En ligne : http://dx.doi.org/10.1007/s10803-018-3574-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 [article] Adults with Autism Tend to Undermine the Hidden Environmental Structure: Evidence from a Visual Associative Learning Task [Texte imprimé et/ou numérique] / L. A. SAPEY-TRIOMPHE, Auteur ; Sandrine SONIE, Auteur ; M. A. HENAFF, Auteur ; J. MATTOUT, Auteur ; C. SCHMITZ, Auteur . - p.3061-3074. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 48-9 (September 2018) . - p.3061-3074 Mots-clés : Autism  Categorization  Learning  Local and global processing  Perception Index. décimale : PER Périodiques Résumé : The learning-style theory of Autism Spectrum Disorders (ASD) (Qian, Lipkin, Frontiers in Human Neuroscience 5:77, 2011) states that ASD individuals differ from neurotypics in the way they learn and store information about the environment and its structure. ASD would rather adopt a lookup-table strategy (LUT: memorizing each experience), while neurotypics would favor an interpolation style (INT: extracting regularities to generalize). In a series of visual behavioral tasks, we tested this hypothesis in 20 neurotypical and 20 ASD adults. ASD participants had difficulties using the INT style when instructions were hidden but not when instructions were revealed. Rather than an inability to use rules, ASD would be characterized by a disinclination to generalize and infer such rules. En ligne : http://dx.doi.org/10.1007/s10803-018-3574-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367

Brief Report: Memory Performance on the California Verbal Learning Test - Children’s Version in Autism Spectrum Disorder / Heather L. PHELAN in Journal of Autism and Developmental Disorders, 41-4 (April 2011)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 41-4 (April 2011) . - p.518-523 Titre : Brief Report: Memory Performance on the California Verbal Learning Test - Children’s Version in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Heather L. PHELAN, Auteur ; Jillian H. FILLITER, Auteur ; Shannon A. JOHNSON, Auteur Année de publication : 2011 Article en page(s) : p.518-523 Langues : Anglais (eng) Mots-clés : Learning  Memory  Task Support Hypothesis  Autism Spectrum  Asperger  California Verbal Learning Test-Children’s Version Index. décimale : PER Périodiques Résumé : According to the Task Support Hypothesis (TSH; Bowler et al. in Neuropsychologia 35:65–70, 1997) individuals with autism spectrum disorder (ASD) perform more similarly to their typically developing peers on learning and memory tasks when provided with external support at retrieval. We administered the California Verbal Learning Test-Children’s Version to 15 high-functioning youths with ASD and 15 matched comparison participants. Although ASD and comparison participants had comparable levels of overall performance, the ASD group, but not the comparison group, improved significantly from free to cued recall, providing support for the TSH. These results indicate that verbal memory performance in youths with ASD is relatively intact, but may be facilitated by external supports. En ligne : http://dx.doi.org/10.1007/s10803-010-1069-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119 [article] Brief Report: Memory Performance on the California Verbal Learning Test - Children’s Version in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Heather L. PHELAN, Auteur ; Jillian H. FILLITER, Auteur ; Shannon A. JOHNSON, Auteur . - 2011 . - p.518-523. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 41-4 (April 2011) . - p.518-523 Mots-clés : Learning  Memory  Task Support Hypothesis  Autism Spectrum  Asperger  California Verbal Learning Test-Children’s Version Index. décimale : PER Périodiques Résumé : According to the Task Support Hypothesis (TSH; Bowler et al. in Neuropsychologia 35:65–70, 1997) individuals with autism spectrum disorder (ASD) perform more similarly to their typically developing peers on learning and memory tasks when provided with external support at retrieval. We administered the California Verbal Learning Test-Children’s Version to 15 high-functioning youths with ASD and 15 matched comparison participants. Although ASD and comparison participants had comparable levels of overall performance, the ASD group, but not the comparison group, improved significantly from free to cued recall, providing support for the TSH. These results indicate that verbal memory performance in youths with ASD is relatively intact, but may be facilitated by external supports. En ligne : http://dx.doi.org/10.1007/s10803-010-1069-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=119

Children's Language Learning: An Interactionist Perspective / Robin S. CHAPMAN in Journal of Child Psychology and Psychiatry, 41-1 (January 2000)

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Culture and psychopathology: An attempt at reconsidering the role of social learning / Peter FONAGY in Development and Psychopathology, 34-4 (October 2022)  

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Discrimination sensitivity of visual shapes sharpens in autistic adults but only after explicit category learning / Jaana VAN OVERWALLE in Molecular Autism, 15 (2024)  

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Distraction, distress and diversity: Exploring the impact of sensory processing differences on learning and school life for pupils with autism spectrum disorders / Elizabeth K. JONES in Research in Autism Spectrum Disorders, 72 (April 2020)  

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Early adversity and learning: implications for typical and atypical behavioral development / Jamie L. HANSON in Journal of Child Psychology and Psychiatry, 58-7 (July 2017)  

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