Paired associate learning in early infantile autism and receptive developmental aphasia.

Abstract

A comparative study of nonverbal MA matched groups of five autistic, five aphasic, five normal and five retarded children was made on an auditory-visual and a visual-visual paired-associate learning task. The results showed that, although the autistic and receptive aphasic children were both unable to associate sounds with their visual counterparts at the same rate as normal children, the aphasic children overcame this deficit at a significantly faster rate than autistic children. This study pinpoints one dysfunction that could subsume the severe verbal comprehension defect in autistic and aphasic children.