[article] 
inJournal of Autism and Developmental Disorders > 42-11 (November 2012) . - p.2476-2485

Titre :	Brief Report: A Comparison of Statistical Learning in School-Aged Children with High Functioning Autism and Typically Developing Peers
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Jessica MAYO, Auteur ; Inge-Marie EIGSTI, Auteur
Article en page(s) :	p.2476-2485
Langues :	Anglais (eng)
Mots-clés :	Autism  Language  Implicit learning  Statistical learning  Speech segmentation
Index. décimale :	PER Périodiques
Résumé :	Individuals with autism spectrum disorders have impairments in language acquisition, but the underlying mechanism of these deficits is poorly understood. Implicit learning is potentially relevant to language development, particularly in speech segmentation, which relies on sensitivity to transitional probabilities between speech sounds. This study investigated the relationship between implicit learning and current language abilities in school-aged children with high functioning autism and a history of language delay ( n = 17) and in children with typical development ( n = 24) using a well-studied artificial language learning task. Results suggest that high functioning children with autism (HFA) and TD groups were equally able to implicitly learn transitional probabilities from a lengthy stimulus stream. Furthermore, task performance was not strongly associated with current language abilities. Implications for implicit learning research in HFA are discussed.
En ligne :	http://dx.doi.org/10.1007/s10803-012-1493-0
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=183

[article] Brief Report: A Comparison of Statistical Learning in School-Aged Children with High Functioning Autism and Typically Developing Peers [Texte imprimé et/ou numérique] / Jessica MAYO, Auteur ; Inge-Marie EIGSTI, Auteur . - p.2476-2485.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 42-11 (November 2012) . - p.2476-2485

Mots-clés :	Autism  Language  Implicit learning  Statistical learning  Speech segmentation
Index. décimale :	PER Périodiques
Résumé :	Individuals with autism spectrum disorders have impairments in language acquisition, but the underlying mechanism of these deficits is poorly understood. Implicit learning is potentially relevant to language development, particularly in speech segmentation, which relies on sensitivity to transitional probabilities between speech sounds. This study investigated the relationship between implicit learning and current language abilities in school-aged children with high functioning autism and a history of language delay ( n = 17) and in children with typical development ( n = 24) using a well-studied artificial language learning task. Results suggest that high functioning children with autism (HFA) and TD groups were equally able to implicitly learn transitional probabilities from a lengthy stimulus stream. Furthermore, task performance was not strongly associated with current language abilities. Implications for implicit learning research in HFA are discussed.
En ligne :	http://dx.doi.org/10.1007/s10803-012-1493-0
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=183