[article] 
inJournal of Autism and Developmental Disorders > 43-10 (October 2013) . - p.2393-2404

Titre :	Spatial and Identity Cues Differentially Affect Implicit Contextual Cueing in Adolescents and Adults with Autism Spectrum Disorder
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Brittany G. TRAVERS, Auteur ; Patrick S. POWELL, Auteur ; Joanna L. MUSSEY, Auteur ; Laura G. KLINGER, Auteur ; Megan E. CRISLER, Auteur ; Mark R. KLINGER, Auteur
Article en page(s) :	p.2393-2404
Langues :	Anglais (eng)
Mots-clés :	Implicit learning  Contextual cueing  Attention  Learning  Autism
Index. décimale :	PER Périodiques
Résumé :	The present studies examined implicit contextual cueing in adolescents and adults with Autism Spectrum Disorder (ASD). In Study 1, 16 individuals with ASD and 20 matched individuals with typical development completed a contextual cueing task using stimulus-identity cues. In Study 2, 12 individuals with ASD and 16 individuals with typical development completed a revised version of the contextual cueing task, using both stimulus-identity cues and global spatial-configuration cues. The results suggest that when only stimulus-identity cues were provided, individuals with ASD had difficulty with implicit contextual cueing (Study 1). However, when both stimulus-identity and spatial-configuration contextual cues were provided, individuals with ASD demonstrated successful contextual cueing (Study 2). Nuances in implicit learning and clinical implications are discussed.
En ligne :	http://dx.doi.org/10.1007/s10803-013-1787-x
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215

[article] Spatial and Identity Cues Differentially Affect Implicit Contextual Cueing in Adolescents and Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Brittany G. TRAVERS, Auteur ; Patrick S. POWELL, Auteur ; Joanna L. MUSSEY, Auteur ; Laura G. KLINGER, Auteur ; Megan E. CRISLER, Auteur ; Mark R. KLINGER, Auteur . - p.2393-2404.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-10 (October 2013) . - p.2393-2404

Mots-clés :	Implicit learning  Contextual cueing  Attention  Learning  Autism
Index. décimale :	PER Périodiques
Résumé :	The present studies examined implicit contextual cueing in adolescents and adults with Autism Spectrum Disorder (ASD). In Study 1, 16 individuals with ASD and 20 matched individuals with typical development completed a contextual cueing task using stimulus-identity cues. In Study 2, 12 individuals with ASD and 16 individuals with typical development completed a revised version of the contextual cueing task, using both stimulus-identity cues and global spatial-configuration cues. The results suggest that when only stimulus-identity cues were provided, individuals with ASD had difficulty with implicit contextual cueing (Study 1). However, when both stimulus-identity and spatial-configuration contextual cues were provided, individuals with ASD demonstrated successful contextual cueing (Study 2). Nuances in implicit learning and clinical implications are discussed.
En ligne :	http://dx.doi.org/10.1007/s10803-013-1787-x
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=215