12 recherche sur le mot-clé 'implicit learning'

Implicit Learning of Local Context in Autism Spectrum Disorder / Anastasia KOURKOULOU in Journal of Autism and Developmental Disorders, 42-2 (February 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.244-256 Titre : Implicit Learning of Local Context in Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Anastasia KOURKOULOU, Auteur ; Susan R. LEEKAM, Auteur ; John M. FINDLAY, Auteur Année de publication : 2012 Article en page(s) : p.244-256 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Implicit learning  Visual search  Global  Local Index. décimale : PER Périodiques Résumé : Although previous research has reported impairments in implicit learning in individuals with ASD, research using one implicit learning paradigm, the contextual cueing task (Chun and Jiang in Cognitive Psychol 36:28–71, 1998), shows evidence of intact ability to integrate spatial contextual information. Using an adaptation of this paradigm, we replicated earlier findings showing that contextual cueing facilitates learning in ASD. Nevertheless, we found that exposure to repeated contexts that biased attention to local rather than global displays rendered it difficult for individuals with ASD to adapt to new trials. Thus, adaptive processes that allow one to respond flexibly and rapidly to new situations appear diminished in ASD when exposed to local spatial contexts. These findings have implications for practical learning strategies used in educational settings. En ligne : http://dx.doi.org/10.1007/s10803-011-1237-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151 [article] Implicit Learning of Local Context in Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Anastasia KOURKOULOU, Auteur ; Susan R. LEEKAM, Auteur ; John M. FINDLAY, Auteur . - 2012 . - p.244-256. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-2 (February 2012) . - p.244-256 Mots-clés : Autism spectrum disorder  Implicit learning  Visual search  Global  Local Index. décimale : PER Périodiques Résumé : Although previous research has reported impairments in implicit learning in individuals with ASD, research using one implicit learning paradigm, the contextual cueing task (Chun and Jiang in Cognitive Psychol 36:28–71, 1998), shows evidence of intact ability to integrate spatial contextual information. Using an adaptation of this paradigm, we replicated earlier findings showing that contextual cueing facilitates learning in ASD. Nevertheless, we found that exposure to repeated contexts that biased attention to local rather than global displays rendered it difficult for individuals with ASD to adapt to new trials. Thus, adaptive processes that allow one to respond flexibly and rapidly to new situations appear diminished in ASD when exposed to local spatial contexts. These findings have implications for practical learning strategies used in educational settings. En ligne : http://dx.doi.org/10.1007/s10803-011-1237-6 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=151

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)  

Public ISBD [article]  inAutism Research > 11-7 (July 2018) . - p.1050-1061 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 [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

Eye Movement Difficulties in Autism Spectrum Disorder: Implications for Implicit Contextual Learning / Anastasia KOURKOULOU in Autism Research, 6-3 (June 2013)  

Public ISBD [article]  inAutism Research > 6-3 (June 2013) . - p.177-189 Titre : Eye Movement Difficulties in Autism Spectrum Disorder: Implications for Implicit Contextual Learning Type de document : Texte imprimé et/ou numérique Auteurs : Anastasia KOURKOULOU, Auteur ; Gustav KUHN, Auteur ; John M. FINDLAY, Auteur ; Susan R. LEEKAM, Auteur Année de publication : 2013 Article en page(s) : p.177-189 Langues : Anglais (eng) Mots-clés : autism  eye movements  visual search  implicit learning  contextual cueing Index. décimale : PER Périodiques Résumé : It is widely accepted that we use contextual information to guide our gaze when searching for an object. People with autism spectrum disorder (ASD) also utilise contextual information in this way; yet, their visual search in tasks of this kind is much slower compared with people without ASD. The aim of the current study was to explore the reason for this by measuring eye movements. Eye movement analyses revealed that the slowing of visual search was not caused by making a greater number of fixations. Instead, participants in the ASD group were slower to launch their first saccade, and the duration of their fixations was longer. These results indicate that slowed search in ASD in contextual learning tasks is not due to differences in the spatial allocation of attention but due to temporal delays in the initial-reflexive orienting of attention and subsequent-focused attention. These results have broader implications for understanding the unusual attention profile of individuals with ASD and how their attention may be shaped by learning. En ligne : http://dx.doi.org/10.1002/aur.1274 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202 [article] Eye Movement Difficulties in Autism Spectrum Disorder: Implications for Implicit Contextual Learning [Texte imprimé et/ou numérique] / Anastasia KOURKOULOU, Auteur ; Gustav KUHN, Auteur ; John M. FINDLAY, Auteur ; Susan R. LEEKAM, Auteur . - 2013 . - p.177-189. Langues : Anglais (eng) in Autism Research > 6-3 (June 2013) . - p.177-189 Mots-clés : autism  eye movements  visual search  implicit learning  contextual cueing Index. décimale : PER Périodiques Résumé : It is widely accepted that we use contextual information to guide our gaze when searching for an object. People with autism spectrum disorder (ASD) also utilise contextual information in this way; yet, their visual search in tasks of this kind is much slower compared with people without ASD. The aim of the current study was to explore the reason for this by measuring eye movements. Eye movement analyses revealed that the slowing of visual search was not caused by making a greater number of fixations. Instead, participants in the ASD group were slower to launch their first saccade, and the duration of their fixations was longer. These results indicate that slowed search in ASD in contextual learning tasks is not due to differences in the spatial allocation of attention but due to temporal delays in the initial-reflexive orienting of attention and subsequent-focused attention. These results have broader implications for understanding the unusual attention profile of individuals with ASD and how their attention may be shaped by learning. En ligne : http://dx.doi.org/10.1002/aur.1274 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202

Implicit Social Learning in Relation to Autistic-Like Traits / Matthew HUDSON in Journal of Autism and Developmental Disorders, 42-12 (December 2012)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 42-12 (December 2012) . - p.2534-2545 Titre : Implicit Social Learning in Relation to Autistic-Like Traits Type de document : Texte imprimé et/ou numérique Auteurs : Matthew HUDSON, Auteur ; Tanja C. W. NIJBOER, Auteur ; Tjeerd JELLEMA, Auteur Année de publication : 2012 Article en page(s) : p.2534-2545 Langues : Anglais (eng) Mots-clés : Intention  Gaze direction  Autism spectrum  Emotional expression  Gaze cueing  Implicit learning Index. décimale : PER Périodiques Résumé : We investigated if variation in autistic traits in the typically-developed population (using the Autism-spectrum Quotient, AQ) influenced implicit learning of social information. In the learning phase, participants repeatedly observed two identities whose gaze and expression conveyed either a pro- or antisocial disposition. These identities were then employed in a gaze-cueing paradigm. Participants made speeded responses to a peripheral target that was spatially pre-cued by a non-predictive gaze direction. The low AQ group (n = 50) showed a smaller gaze-cueing effect for the antisocial than for the prosocial identity. The high AQ group (n = 48) showed equivalent gaze-cueing for both identities. Others' intentions/dispositions can be learned implicitly and affect subsequent responses to their behavior. This ability is impaired with increasing levels of autistic traits. En ligne : http://dx.doi.org/10.1007/s10803-012-1510-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184 [article] Implicit Social Learning in Relation to Autistic-Like Traits [Texte imprimé et/ou numérique] / Matthew HUDSON, Auteur ; Tanja C. W. NIJBOER, Auteur ; Tjeerd JELLEMA, Auteur . - 2012 . - p.2534-2545. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 42-12 (December 2012) . - p.2534-2545 Mots-clés : Intention  Gaze direction  Autism spectrum  Emotional expression  Gaze cueing  Implicit learning Index. décimale : PER Périodiques Résumé : We investigated if variation in autistic traits in the typically-developed population (using the Autism-spectrum Quotient, AQ) influenced implicit learning of social information. In the learning phase, participants repeatedly observed two identities whose gaze and expression conveyed either a pro- or antisocial disposition. These identities were then employed in a gaze-cueing paradigm. Participants made speeded responses to a peripheral target that was spatially pre-cued by a non-predictive gaze direction. The low AQ group (n = 50) showed a smaller gaze-cueing effect for the antisocial than for the prosocial identity. The high AQ group (n = 48) showed equivalent gaze-cueing for both identities. Others' intentions/dispositions can be learned implicitly and affect subsequent responses to their behavior. This ability is impaired with increasing levels of autistic traits. En ligne : http://dx.doi.org/10.1007/s10803-012-1510-3 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=184

Spatial and identity cues differentially affect implicit learning in Chinese autistic children in the contextual cueing task with human stimuli / Yu XIE in Research in Autism Spectrum Disorders, 112 (April 2024)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 112 (April 2024) . - p.102349 Titre : Spatial and identity cues differentially affect implicit learning in Chinese autistic children in the contextual cueing task with human stimuli Type de document : Texte imprimé et/ou numérique Auteurs : Yu XIE, Auteur ; Hui-Zhong HE, Auteur ; Linda R. WATSON, Auteur ; Zhi-Han DONG, Auteur Article en page(s) : p.102349 Langues : Anglais (eng) Mots-clés : Autism  Children  Implicit learning  Identity cues  Spatial cues  Visual attention Index. décimale : PER Périodiques Résumé : Background Autistic children cannot adjust their behaviors in response to environmental social cues as readily as typically developing children. The development of adaptive social behaviors is mainly dependent on the ability to implicitly learn associations or probabilities that are embedded in the environmental cues. Mounting evidence has suggested that autistic individuals have intact implicit learning in contextual cueing (CC) tasks with simple arrays of letters or numbers. However, it remains unclear whether autistic individuals have intact implicit learning in CC tasks with human stimuli. Spatial cues and stimulus-identity cues in CC tasks are thought to rely on distinct neural networks. It is also unknown whether these different types of cues will have different effects on implicit learning in autistic children if human photographs are used in CC tasks. This study examined the implicit learning performance of autistic children under different cue conditions in CC tasks that used photographs of children. Results Autistic children showed similar implicit learning performance to the comparison group, using only stimulus-identity cues. When both stimulus-identity and spatial cues were provided, implicit contextual learning was only observed in the comparison children, but not in the autistic group. Conclusions The results suggest that spatial cues and stimulus-identity cues have different effects on the implicit learning performance of autistic children. The atypical performance of autistic children on implicit learning when spatial cues combined with identity cues may result in divergent social behaviors and serve as an intrinsic mechanistic contributor to social interaction differences associated with autism. En ligne : https://doi.org/10.1016/j.rasd.2024.102349 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524 [article] Spatial and identity cues differentially affect implicit learning in Chinese autistic children in the contextual cueing task with human stimuli [Texte imprimé et/ou numérique] / Yu XIE, Auteur ; Hui-Zhong HE, Auteur ; Linda R. WATSON, Auteur ; Zhi-Han DONG, Auteur . - p.102349. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 112 (April 2024) . - p.102349 Mots-clés : Autism  Children  Implicit learning  Identity cues  Spatial cues  Visual attention Index. décimale : PER Périodiques Résumé : Background Autistic children cannot adjust their behaviors in response to environmental social cues as readily as typically developing children. The development of adaptive social behaviors is mainly dependent on the ability to implicitly learn associations or probabilities that are embedded in the environmental cues. Mounting evidence has suggested that autistic individuals have intact implicit learning in contextual cueing (CC) tasks with simple arrays of letters or numbers. However, it remains unclear whether autistic individuals have intact implicit learning in CC tasks with human stimuli. Spatial cues and stimulus-identity cues in CC tasks are thought to rely on distinct neural networks. It is also unknown whether these different types of cues will have different effects on implicit learning in autistic children if human photographs are used in CC tasks. This study examined the implicit learning performance of autistic children under different cue conditions in CC tasks that used photographs of children. Results Autistic children showed similar implicit learning performance to the comparison group, using only stimulus-identity cues. When both stimulus-identity and spatial cues were provided, implicit contextual learning was only observed in the comparison children, but not in the autistic group. Conclusions The results suggest that spatial cues and stimulus-identity cues have different effects on the implicit learning performance of autistic children. The atypical performance of autistic children on implicit learning when spatial cues combined with identity cues may result in divergent social behaviors and serve as an intrinsic mechanistic contributor to social interaction differences associated with autism. En ligne : https://doi.org/10.1016/j.rasd.2024.102349 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=524

Brief Report: A Comparison of Statistical Learning in School-Aged Children with High Functioning Autism and Typically Developing Peers / Jessica MAYO in Journal of Autism and Developmental Disorders, 42-11 (November 2012)  

Permalink

Motor Learning in Individuals With Autism Spectrum Disorder: Activation in Superior Parietal Lobule Related to Learning and Repetitive Behaviors / Brittany G. TRAVERS in Autism Research, 8-1 (February 2015)  

Permalink

Spatial and Identity Cues Differentially Affect Implicit Contextual Cueing in Adolescents and Adults with Autism Spectrum Disorder / Brittany G. TRAVERS in Journal of Autism and Developmental Disorders, 43-10 (October 2013)  

Permalink

Autism: Too eager to learn? Event related potential findings of increased dependency on intentional learning in a serial reaction time task / Fenny S. ZWART in Autism Research, 10-9 (September 2017)  

Permalink

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)  

Permalink