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The Association Between Sequence Learning on the Serial Reaction Time Task and Social Impairments in Autism / F. S. ZWART in Journal of Autism and Developmental Disorders, 48-8 (August 2018)
[article]
Titre : The Association Between Sequence Learning on the Serial Reaction Time Task and Social Impairments in Autism Type de document : Texte imprimé et/ou numérique Auteurs : F. S. ZWART, Auteur ; Constance T. W. M. VISSERS, Auteur ; J. H. R. MAES, Auteur Article en page(s) : p.2692-2700 Langues : Anglais (eng) Mots-clés : Asd Implicit learning Srs-a SRT task Social impairments Index. décimale : PER Périodiques Résumé : It is assumed that learning on the Serial Reaction Time (SRT) task is related to learning involved in social skill development affected in autism, but this assumption has hardly been investigated. We have therefore examined associations between SRT task learning and social impairment measured by the Social Responsiveness Scale in 72 autistic and non-autistic adults. Results revealed a positive correlation between deterministic sequence learning, putatively involving explicit learning, and social impairment in autistic adults but not in non-autistic adults. No correlations with probabilistic learning were found. These results suggest that the type of learning that helps autistic adults during a deterministic SRT task hinders them during social development, and call for further investigating the ecological validity of the SRT task. En ligne : http://dx.doi.org/10.1007/s10803-018-3529-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367
in Journal of Autism and Developmental Disorders > 48-8 (August 2018) . - p.2692-2700[article] The Association Between Sequence Learning on the Serial Reaction Time Task and Social Impairments in Autism [Texte imprimé et/ou numérique] / F. S. ZWART, Auteur ; Constance T. W. M. VISSERS, Auteur ; J. H. R. MAES, Auteur . - p.2692-2700.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 48-8 (August 2018) . - p.2692-2700
Mots-clés : Asd Implicit learning Srs-a SRT task Social impairments Index. décimale : PER Périodiques Résumé : It is assumed that learning on the Serial Reaction Time (SRT) task is related to learning involved in social skill development affected in autism, but this assumption has hardly been investigated. We have therefore examined associations between SRT task learning and social impairment measured by the Social Responsiveness Scale in 72 autistic and non-autistic adults. Results revealed a positive correlation between deterministic sequence learning, putatively involving explicit learning, and social impairment in autistic adults but not in non-autistic adults. No correlations with probabilistic learning were found. These results suggest that the type of learning that helps autistic adults during a deterministic SRT task hinders them during social development, and call for further investigating the ecological validity of the SRT task. En ligne : http://dx.doi.org/10.1007/s10803-018-3529-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=367 Implicit learning seems to come naturally for children with autism, but not for children with specific language impairment: Evidence from behavioral and ERP data / F. S. ZWART in Autism Research, 11-7 (July 2018)
[article]
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 et/ou numérique Auteurs : F. S. ZWART, Auteur ; Constance T. W. M. VISSERS, Auteur ; R. P. C. KESSELS, Auteur ; J. 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
in Autism Research > 11-7 (July 2018) . - p.1050-1061[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 et/ou numérique] / F. S. ZWART, Auteur ; Constance T. W. M. VISSERS, Auteur ; R. P. C. KESSELS, Auteur ; J. 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 Sequence Learning in Minimally Verbal Children With ASD and the Beneficial Effect of Vestibular Stimulation / Gili KATZ-NAVE in Autism Research, 13-2 (February 2020)
[article]
Titre : Sequence Learning in Minimally Verbal Children With ASD and the Beneficial Effect of Vestibular Stimulation Type de document : Texte imprimé et/ou numérique Auteurs : Gili KATZ-NAVE, Auteur ; Yael ADINI, Auteur ; Orit E. HETZRONI, Auteur ; Yoram S. BONNEH, Auteur Article en page(s) : p.320-337 Langues : Anglais (eng) Mots-clés : SRT task minimally verbal ASD short learning sessions skill learning vestibular stimulation Index. décimale : PER Périodiques Résumé : People with autism spectrum disorder (ASD) and especially the minimally verbal, often fail to learn basic perceptual and motor skills. This deficit has been demonstrated in several studies, but the findings could have been due to the nonoptimal adaptation of the paradigms. In the current study, we sought to characterize the skill learning deficit in young minimally verbal children with ASD and explore ways for improvement. For this purpose, we used vestibular stimulation (VS) whose beneficial effects have been demonstrated in the typical population, but the data regarding ASD are limited. We trained 36 children ages 6-13 years, ASD (N = 18, 15 of them minimally verbal) and typical development (TD, N = 18), on a touch version of the visual-motor Serial-Reaction-Time sequence-learning task, in 10 short (few minutes) weekly practice sessions. A subgroup of children received VS prior to each training block. All the participants but two ASD children showed gradual median reaction time improvement with significant speed gains across the training period. The ASD children were overall slower (by ~250 msec). Importantly, those who received VS (n = 10) showed speed gains comparable to TD, which were larger (by ~100%) than the ASD controls, and partially sequence-specific. VS had no effect on the TD group. These results suggest that VS has a positive effect on learning in minimally verbal ASD children, which may have important therapeutic implications. Furthermore, contrary to some previous findings, minimally verbal children with ASD can acquire, in optimal conditions, procedural skills with few short training sessions, spread over weeks, and with a similar time course as non-ASD controls. Autism Res 2020, 13: 320-337. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Minimally verbal children with ASD who received specially adjusted learning conditions showed significant learning of a visual-motor sequence across 10 practice days. This learning was considerably improved with vestibular stimulation before each short learning session. This may have important practical implications in the education and treatment of ASD children. En ligne : http://dx.doi.org/10.1002/aur.2237 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420
in Autism Research > 13-2 (February 2020) . - p.320-337[article] Sequence Learning in Minimally Verbal Children With ASD and the Beneficial Effect of Vestibular Stimulation [Texte imprimé et/ou numérique] / Gili KATZ-NAVE, Auteur ; Yael ADINI, Auteur ; Orit E. HETZRONI, Auteur ; Yoram S. BONNEH, Auteur . - p.320-337.
Langues : Anglais (eng)
in Autism Research > 13-2 (February 2020) . - p.320-337
Mots-clés : SRT task minimally verbal ASD short learning sessions skill learning vestibular stimulation Index. décimale : PER Périodiques Résumé : People with autism spectrum disorder (ASD) and especially the minimally verbal, often fail to learn basic perceptual and motor skills. This deficit has been demonstrated in several studies, but the findings could have been due to the nonoptimal adaptation of the paradigms. In the current study, we sought to characterize the skill learning deficit in young minimally verbal children with ASD and explore ways for improvement. For this purpose, we used vestibular stimulation (VS) whose beneficial effects have been demonstrated in the typical population, but the data regarding ASD are limited. We trained 36 children ages 6-13 years, ASD (N = 18, 15 of them minimally verbal) and typical development (TD, N = 18), on a touch version of the visual-motor Serial-Reaction-Time sequence-learning task, in 10 short (few minutes) weekly practice sessions. A subgroup of children received VS prior to each training block. All the participants but two ASD children showed gradual median reaction time improvement with significant speed gains across the training period. The ASD children were overall slower (by ~250 msec). Importantly, those who received VS (n = 10) showed speed gains comparable to TD, which were larger (by ~100%) than the ASD controls, and partially sequence-specific. VS had no effect on the TD group. These results suggest that VS has a positive effect on learning in minimally verbal ASD children, which may have important therapeutic implications. Furthermore, contrary to some previous findings, minimally verbal children with ASD can acquire, in optimal conditions, procedural skills with few short training sessions, spread over weeks, and with a similar time course as non-ASD controls. Autism Res 2020, 13: 320-337. (c) 2019 International Society for Autism Research, Wiley Periodicals, Inc. LAY SUMMARY: Minimally verbal children with ASD who received specially adjusted learning conditions showed significant learning of a visual-motor sequence across 10 practice days. This learning was considerably improved with vestibular stimulation before each short learning session. This may have important practical implications in the education and treatment of ASD children. En ligne : http://dx.doi.org/10.1002/aur.2237 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420