10 recherche sur le mot-clé 'Social learning'

A robot or a dumper truck? Facilitating play-based social learning across neurotypes / Ella PALDAM in Autism & Developmental Language Impairments, 7 (January-December 2022)  

Public ISBD [article]  inAutism & Developmental Language Impairments > 7 (January-December 2022) Titre : A robot or a dumper truck? Facilitating play-based social learning across neurotypes Type de document : Texte imprimé et/ou numérique Auteurs : Ella PALDAM Mots-clés : Autism  social learning  play  communication  education Index. décimale : PER Périodiques Résumé : Structured abstract Background & aimsHow can non-autistic adults facilitate social learning with children on the spectrum? A new theoretical understanding of autism is currently emerging that has made this question more relevant than ever. At the intersection of two growing research areas in the field of autism, the borderland that separates the experience of social interaction between neurotypes is increasingly mapped out. By integrating anthropological research on autistic sociality and the neurocognitive framework of predictive processing, this paper explores the question: If autistic people experience the world in a fundamentally different way, what is a meaningful strategy for supporting them in developing their socialities?MethodsThe paper reports an in-depth analysis of a 2-min sequence in which a non-autistic adult facilitates a collaboration game between three autistic children (8?12 years). The data comes from a participatory research project that develops a new pedagogical approach to social learning based on open-ended construction play. The analytical strategy is informed by conversation analysis.ResultsWe find that the facilitation supports the children in accomplishing social interaction and collaboration, but it also in several instances gives rise to misunderstandings between the children. Whereas the facilitator aims to support the children's direct verbal communication about the construction task, we observe that the children use a broad repertoire of non-direct communication strategies that enables them to coordinate and align their shared process. We find that the children's actions with their hands in the construction task count as turns in the communication. Regarding the play-based learning environment, we find that the children are engaged in the shared construction task and that they competently navigate social tension when it arises without the facilitator's help.ConclusionWe conclude that the misunderstandings between the children created by the facilitation from a non-autistic adult emerge from a discrepancy of attention in the situation. The facilitator focuses on the words, but the children focus on the task. Even though this discrepancy is not necessarily a result of different neurotypes, we find that it emerges from the social dynamics of facilitation by non-autistic adults that is key in many social intervention settings. Furthermore, we conclude that the play-based learning environment enables the facilitator to support the children without directly instructing them in their social behavior. This appears to give the children an opportunity to acquire complex social experiences through their collaboration.ImplicationsThe interaction dynamics in the data clip is shaped by the non-autistic adult's expectations of the children's interaction. This made us wonder whether we can establish a learning environment that begins from the learners? perspectives instead. The analysis caused us to change the facilitation strategy that we employ in our project. It is our hope that our approach will inspire reflection and curiosity in researchers and practitioners who develop social interventions targeting autistic people. En ligne : https://doi.org/10.1177/23969415221086714 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=471 [article] A robot or a dumper truck? Facilitating play-based social learning across neurotypes [Texte imprimé et/ou numérique] / Ella PALDAM. in Autism & Developmental Language Impairments > 7 (January-December 2022) Mots-clés : Autism  social learning  play  communication  education Index. décimale : PER Périodiques Résumé : Structured abstract Background & aimsHow can non-autistic adults facilitate social learning with children on the spectrum? A new theoretical understanding of autism is currently emerging that has made this question more relevant than ever. At the intersection of two growing research areas in the field of autism, the borderland that separates the experience of social interaction between neurotypes is increasingly mapped out. By integrating anthropological research on autistic sociality and the neurocognitive framework of predictive processing, this paper explores the question: If autistic people experience the world in a fundamentally different way, what is a meaningful strategy for supporting them in developing their socialities?MethodsThe paper reports an in-depth analysis of a 2-min sequence in which a non-autistic adult facilitates a collaboration game between three autistic children (8?12 years). The data comes from a participatory research project that develops a new pedagogical approach to social learning based on open-ended construction play. The analytical strategy is informed by conversation analysis.ResultsWe find that the facilitation supports the children in accomplishing social interaction and collaboration, but it also in several instances gives rise to misunderstandings between the children. Whereas the facilitator aims to support the children's direct verbal communication about the construction task, we observe that the children use a broad repertoire of non-direct communication strategies that enables them to coordinate and align their shared process. We find that the children's actions with their hands in the construction task count as turns in the communication. Regarding the play-based learning environment, we find that the children are engaged in the shared construction task and that they competently navigate social tension when it arises without the facilitator's help.ConclusionWe conclude that the misunderstandings between the children created by the facilitation from a non-autistic adult emerge from a discrepancy of attention in the situation. The facilitator focuses on the words, but the children focus on the task. Even though this discrepancy is not necessarily a result of different neurotypes, we find that it emerges from the social dynamics of facilitation by non-autistic adults that is key in many social intervention settings. Furthermore, we conclude that the play-based learning environment enables the facilitator to support the children without directly instructing them in their social behavior. This appears to give the children an opportunity to acquire complex social experiences through their collaboration.ImplicationsThe interaction dynamics in the data clip is shaped by the non-autistic adult's expectations of the children's interaction. This made us wonder whether we can establish a learning environment that begins from the learners? perspectives instead. The analysis caused us to change the facilitation strategy that we employ in our project. It is our hope that our approach will inspire reflection and curiosity in researchers and practitioners who develop social interventions targeting autistic people. En ligne : https://doi.org/10.1177/23969415221086714 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=471

Social affiliation motives modulate spontaneous learning in Williams syndrome but not in autism / G. VIVANTI in Molecular Autism, 7 (2016)  

Public ISBD [article]  inMolecular Autism > 7 (2016) . - 40p. Titre : Social affiliation motives modulate spontaneous learning in Williams syndrome but not in autism Type de document : Texte imprimé et/ou numérique Auteurs : G. VIVANTI, Auteur ; D. R. HOCKING, Auteur ; P. FANNING, Auteur ; C. DISSANAYAKE, Auteur Article en page(s) : 40p. Langues : Anglais (eng) Mots-clés : Attention  Autistic Disorder/psychology  Child, Preschool  Female  Humans  Learning  Male  Williams Syndrome/psychology  Autism  Imitation  Social cognition  Social learning  Williams syndrome Index. décimale : PER Périodiques Résumé : BACKGROUND: Children with autism spectrum disorder (ASD) and those with Williams syndrome (WS) have difficulties with learning, though the nature of these remains unclear. METHODS: In this study, we used novel eye-tracking and behavioral paradigms to measure how 36 preschoolers with ASD and 21 age- and IQ-matched peers with WS attend to and learn novel behaviors (1) from the outcomes of their own actions (non-social learning), (2) through imitation of others' actions (social learning), and across situations in which imitative learning served either an instrumental function or fulfilled social affiliation motives. RESULTS: The two groups demonstrated similar abilities to learn from the consequences of their own actions and to imitate new actions that were instrumental to the achievement of a tangible goal. Children with WS, unlike those with ASD, increased their attention and imitative learning performance when the model acted in a socially engaging manner. CONCLUSIONS: Learning abnormalities in ASD appear to be linked to the social rather than instrumental dimensions of learning. En ligne : http://dx.doi.org/10.1186/s13229-016-0101-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=329 [article] Social affiliation motives modulate spontaneous learning in Williams syndrome but not in autism [Texte imprimé et/ou numérique] / G. VIVANTI, Auteur ; D. R. HOCKING, Auteur ; P. FANNING, Auteur ; C. DISSANAYAKE, Auteur . - 40p. Langues : Anglais (eng) in Molecular Autism > 7 (2016) . - 40p. Mots-clés : Attention  Autistic Disorder/psychology  Child, Preschool  Female  Humans  Learning  Male  Williams Syndrome/psychology  Autism  Imitation  Social cognition  Social learning  Williams syndrome Index. décimale : PER Périodiques Résumé : BACKGROUND: Children with autism spectrum disorder (ASD) and those with Williams syndrome (WS) have difficulties with learning, though the nature of these remains unclear. METHODS: In this study, we used novel eye-tracking and behavioral paradigms to measure how 36 preschoolers with ASD and 21 age- and IQ-matched peers with WS attend to and learn novel behaviors (1) from the outcomes of their own actions (non-social learning), (2) through imitation of others' actions (social learning), and across situations in which imitative learning served either an instrumental function or fulfilled social affiliation motives. RESULTS: The two groups demonstrated similar abilities to learn from the consequences of their own actions and to imitate new actions that were instrumental to the achievement of a tangible goal. Children with WS, unlike those with ASD, increased their attention and imitative learning performance when the model acted in a socially engaging manner. CONCLUSIONS: Learning abnormalities in ASD appear to be linked to the social rather than instrumental dimensions of learning. En ligne : http://dx.doi.org/10.1186/s13229-016-0101-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=329

Trust and Deception in Children with Autism Spectrum Disorders: A Social Learning Perspective / Yiying YANG in Journal of Autism and Developmental Disorders, 47-3 (March 2017)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 47-3 (March 2017) . - p.615-625 Titre : Trust and Deception in Children with Autism Spectrum Disorders: A Social Learning Perspective Type de document : Texte imprimé et/ou numérique Auteurs : Yiying YANG, Auteur ; Yuan TIAN, Auteur ; Jing FANG, Auteur ; Haoyang LU, Auteur ; Kunlin WEI, Auteur ; Li YI, Auteur Article en page(s) : p.615-625 Langues : Anglais (eng) Mots-clés : Autism Spectrum Disorder  Trust  Deception  Social learning Index. décimale : PER Périodiques Résumé : Previous research has demonstrated abnormal trust and deception behaviors in children with Autism Spectrum Disorders (ASD), and we aimed to examine whether these abnormalities were primarily due to their specific deficits in social learning. We tested 42 high-functioning children with ASD and 38 age- and ability-matched typically developing (TD) children in trust and deception tasks and a novel condition with reduced social components. Results indicated that while TD children improved their performance with more social components, children with ASD lacked this additional performance gain, though they performed similarly as TD children in the condition with reduced social components. Our findings highlight that deficits of ASD in trust and deception are primarily associated with failure of use of social cues. En ligne : http://dx.doi.org/10.1007/s10803-016-2983-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304 [article] Trust and Deception in Children with Autism Spectrum Disorders: A Social Learning Perspective [Texte imprimé et/ou numérique] / Yiying YANG, Auteur ; Yuan TIAN, Auteur ; Jing FANG, Auteur ; Haoyang LU, Auteur ; Kunlin WEI, Auteur ; Li YI, Auteur . - p.615-625. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 47-3 (March 2017) . - p.615-625 Mots-clés : Autism Spectrum Disorder  Trust  Deception  Social learning Index. décimale : PER Périodiques Résumé : Previous research has demonstrated abnormal trust and deception behaviors in children with Autism Spectrum Disorders (ASD), and we aimed to examine whether these abnormalities were primarily due to their specific deficits in social learning. We tested 42 high-functioning children with ASD and 38 age- and ability-matched typically developing (TD) children in trust and deception tasks and a novel condition with reduced social components. Results indicated that while TD children improved their performance with more social components, children with ASD lacked this additional performance gain, though they performed similarly as TD children in the condition with reduced social components. Our findings highlight that deficits of ASD in trust and deception are primarily associated with failure of use of social cues. En ligne : http://dx.doi.org/10.1007/s10803-016-2983-2 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=304

Learning by observation and learning by doing in Prader-Willi syndrome / F. FOTI in Journal of Neurodevelopmental Disorders, 7-1 (December 2015)  

Public ISBD [article]  inJournal of Neurodevelopmental Disorders > 7-1 (December 2015) . - p.6 Titre : Learning by observation and learning by doing in Prader-Willi syndrome Type de document : Texte imprimé et/ou numérique Auteurs : F. FOTI, Auteur ; D. MENGHINI, Auteur ; E. ORLANDI, Auteur ; C. RUFINI, Auteur ; A. CRINO, Auteur ; S. SPERA, Auteur ; S. VICARI, Auteur ; L. PETROSINI, Auteur ; L. MANDOLESI, Auteur Article en page(s) : p.6 Langues : Anglais (eng) Mots-clés : Genetic disorders  Imitation  Learning by trial and error  Observational learning  Sequential learning  Social learning Index. décimale : PER Périodiques Résumé : BACKGROUND: New competencies may be learned through active experience (learning by doing) or observation of others' experience (learning by observation). Observing another person performing a complex action accelerates the observer's acquisition of the same action, limiting the time-consuming process of learning by doing. Here, we compared learning by observation and learning by doing in individuals with Prader-Willi syndrome (PWS). It is hypothesized that PWS individuals could show more difficulties with learning by observation than learning by doing because of their specific difficulty in interpreting and using social information. METHODS: The performance of 24 PWS individuals was compared with that of 28 mental age (MA)- and gender-matched typically developing (TD) children in tasks of learning a visuo-motor sequence by observation or by doing. To determine whether the performance pattern exhibited by PWS participants was specific to this population or whether it was a nonspecific intellectual disability effect, we compared the PWS performances with those of a third MA- and gender-matched group of individuals with Williams syndrome (WS). RESULTS: PWS individuals were severely impaired in detecting a sequence by observation, were able to detect a sequence by doing, and became as efficient as TD children in reproducing an observed sequence after a task of learning by doing. The learning pattern of PWS children was reversed compared with that of WS individuals. CONCLUSIONS: The observational learning deficit in PWS individuals may be rooted, at least partially, in their incapacity to understand and/or use social information. En ligne : http://dx.doi.org/10.1186/s11689-015-9102-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=347 [article] Learning by observation and learning by doing in Prader-Willi syndrome [Texte imprimé et/ou numérique] / F. FOTI, Auteur ; D. MENGHINI, Auteur ; E. ORLANDI, Auteur ; C. RUFINI, Auteur ; A. CRINO, Auteur ; S. SPERA, Auteur ; S. VICARI, Auteur ; L. PETROSINI, Auteur ; L. MANDOLESI, Auteur . - p.6. Langues : Anglais (eng) in Journal of Neurodevelopmental Disorders > 7-1 (December 2015) . - p.6 Mots-clés : Genetic disorders  Imitation  Learning by trial and error  Observational learning  Sequential learning  Social learning Index. décimale : PER Périodiques Résumé : BACKGROUND: New competencies may be learned through active experience (learning by doing) or observation of others' experience (learning by observation). Observing another person performing a complex action accelerates the observer's acquisition of the same action, limiting the time-consuming process of learning by doing. Here, we compared learning by observation and learning by doing in individuals with Prader-Willi syndrome (PWS). It is hypothesized that PWS individuals could show more difficulties with learning by observation than learning by doing because of their specific difficulty in interpreting and using social information. METHODS: The performance of 24 PWS individuals was compared with that of 28 mental age (MA)- and gender-matched typically developing (TD) children in tasks of learning a visuo-motor sequence by observation or by doing. To determine whether the performance pattern exhibited by PWS participants was specific to this population or whether it was a nonspecific intellectual disability effect, we compared the PWS performances with those of a third MA- and gender-matched group of individuals with Williams syndrome (WS). RESULTS: PWS individuals were severely impaired in detecting a sequence by observation, were able to detect a sequence by doing, and became as efficient as TD children in reproducing an observed sequence after a task of learning by doing. The learning pattern of PWS children was reversed compared with that of WS individuals. CONCLUSIONS: The observational learning deficit in PWS individuals may be rooted, at least partially, in their incapacity to understand and/or use social information. En ligne : http://dx.doi.org/10.1186/s11689-015-9102-0 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=347

Object-Directed Imitation in Children With High-Functioning Autism: Testing the Social Motivation Hypothesis / Mark NIELSEN in Autism Research, 6-1 (February 2013)  

Public ISBD [article]  inAutism Research > 6-1 (February 2013) . - p.23-32 Titre : Object-Directed Imitation in Children With High-Functioning Autism: Testing the Social Motivation Hypothesis Type de document : Texte imprimé et/ou numérique Auteurs : Mark NIELSEN, Auteur ; Virginia P. SLAUGHTER, Auteur ; Cheryl DISSANAYAKE, Auteur Année de publication : 2013 Article en page(s) : p.23-32 Langues : Anglais (eng) Mots-clés : social cognition  overimitation  synchronic imitation  social learning  autism Index. décimale : PER Périodiques Résumé : Children with autism show clear deficits in copying others' bodily oriented actions whereas their capacity for replicating others' object-directed actions appears relatively spared. One explanation is that unlike bodily oriented actions, object-directed actions have tangible, functional outcomes and hence rely far less on social motivations for their production. To investigate this, we compared the performance of a group of children with high-functioning autism (HFA) and a group of typically developing (TD) children on two distinct object-directed tasks that are considered highly social: overimitation and synchronic imitation. Our findings were surprising. The HFA children copied all of a modeling adult's actions, including those that had no function or purpose (i.e. they overimitated), and they entered into extended bouts repeating an arbitrary action along with the adult who had a similar object to play with (i.e. they engaged in synchronic imitation). Moreover, they did so at rates indistinguishable from the TD children. This work demonstrates that the capacity and propensity for overimitation and synchronic imitation are intact in children with HFA, and questions whether socially based imitation should be considered an autism-specific deficit. En ligne : http://dx.doi.org/10.1002/aur.1261 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192 [article] Object-Directed Imitation in Children With High-Functioning Autism: Testing the Social Motivation Hypothesis [Texte imprimé et/ou numérique] / Mark NIELSEN, Auteur ; Virginia P. SLAUGHTER, Auteur ; Cheryl DISSANAYAKE, Auteur . - 2013 . - p.23-32. Langues : Anglais (eng) in Autism Research > 6-1 (February 2013) . - p.23-32 Mots-clés : social cognition  overimitation  synchronic imitation  social learning  autism Index. décimale : PER Périodiques Résumé : Children with autism show clear deficits in copying others' bodily oriented actions whereas their capacity for replicating others' object-directed actions appears relatively spared. One explanation is that unlike bodily oriented actions, object-directed actions have tangible, functional outcomes and hence rely far less on social motivations for their production. To investigate this, we compared the performance of a group of children with high-functioning autism (HFA) and a group of typically developing (TD) children on two distinct object-directed tasks that are considered highly social: overimitation and synchronic imitation. Our findings were surprising. The HFA children copied all of a modeling adult's actions, including those that had no function or purpose (i.e. they overimitated), and they entered into extended bouts repeating an arbitrary action along with the adult who had a similar object to play with (i.e. they engaged in synchronic imitation). Moreover, they did so at rates indistinguishable from the TD children. This work demonstrates that the capacity and propensity for overimitation and synchronic imitation are intact in children with HFA, and questions whether socially based imitation should be considered an autism-specific deficit. En ligne : http://dx.doi.org/10.1002/aur.1261 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=192

Brief Report: Imitation of Object-Directed Acts in Young Children with Autism Spectrum Disorders / Anna GONSIOROWSKI in Journal of Autism and Developmental Disorders, 46-2 (February 2016)  

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Brief Report: Predictors of Outcomes in the Early Start Denver Model Delivered in a Group Setting / Giacomo VIVANTI in Journal of Autism and Developmental Disorders, 43-7 (July 2013)  

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Deceptive behaviour in autism: A scoping review / R. BAGNALL in Autism, 26-2 (February 2022)  

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Verbal labels increase the salience of novel objects for preschoolers with typical development and Williams syndrome, but not in autism / G. VIVANTI in Journal of Neurodevelopmental Disorders, 8-1 (December 2016)  

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Others' emotions teach, but not in autism: an eye-tracking pupillometry study / H. J. NUSKE in Molecular Autism, 7 (2016)  

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