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Social affiliation motives modulate spontaneous learning in Williams syndrome but not in autism / G. VIVANTI in Molecular Autism, 7 (2016)
[article]
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 ; Cheryl 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
in Molecular Autism > 7 (2016) . - 40p.[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 ; Cheryl 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