{"title":"Implicit learning in children and adolescents with and without autism spectrum disorders: Exploring the effects of individual differences.","authors":"Adamantia Ziva, Eleni Ziori","doi":"10.1177/17470218241281639","DOIUrl":null,"url":null,"abstract":"<p><p>Implicit learning plays an important role in the acquisition of various skills that are often deficient in individuals with autism spectrum disorder (ASD). The present study examines the implicit learning ability of children and adolescents with ASD, by comparing it to that of a typical group of peers, using the Artificial Grammar Learning (AGL) task. In addition, this study investigates whether the above ability is associated with individual characteristics, namely intelligence quotient (IQ), ASD symptoms severity, and individual perception style (global/holistic or local/focused). The sample consisted of 20 individuals with mild to relatively severe ASD symptoms and 20 age- and gender-matched typically developing (TD) individuals. The unconscious (implicit) nature of learning was assessed via a subjective measure, the \"no-loss gambling\" method, which allows an unbiased evaluation of the confidence accompanying each judgement. The results provided evidence of implicit learning, which was preserved in the ASD group, although reduced relative to the typical group. Multiple linear regressions with interaction terms between group and participants' scores on the Wechsler Abbreviated Scale of Intelligence (WASI), the Childhood Autism Rating Scale (CARS), and performance on a Navon-type task examined whether the possible relationships between each of the above scores and AGL and implicit learning differ in the two groups. Implicit learning was not significantly associated with IQ, ASD symptoms severity, or individual perception style (except for perception style in terms of reaction times [RTs] for the TD group). These results confirm and extend earlier findings supporting the resilience of implicit learning to individual differences.</p>","PeriodicalId":20869,"journal":{"name":"Quarterly Journal of Experimental Psychology","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2024-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Quarterly Journal of Experimental Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1177/17470218241281639","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"PHYSIOLOGY","Score":null,"Total":0}
引用次数: 0
Abstract
Implicit learning plays an important role in the acquisition of various skills that are often deficient in individuals with autism spectrum disorder (ASD). The present study examines the implicit learning ability of children and adolescents with ASD, by comparing it to that of a typical group of peers, using the Artificial Grammar Learning (AGL) task. In addition, this study investigates whether the above ability is associated with individual characteristics, namely intelligence quotient (IQ), ASD symptoms severity, and individual perception style (global/holistic or local/focused). The sample consisted of 20 individuals with mild to relatively severe ASD symptoms and 20 age- and gender-matched typically developing (TD) individuals. The unconscious (implicit) nature of learning was assessed via a subjective measure, the "no-loss gambling" method, which allows an unbiased evaluation of the confidence accompanying each judgement. The results provided evidence of implicit learning, which was preserved in the ASD group, although reduced relative to the typical group. Multiple linear regressions with interaction terms between group and participants' scores on the Wechsler Abbreviated Scale of Intelligence (WASI), the Childhood Autism Rating Scale (CARS), and performance on a Navon-type task examined whether the possible relationships between each of the above scores and AGL and implicit learning differ in the two groups. Implicit learning was not significantly associated with IQ, ASD symptoms severity, or individual perception style (except for perception style in terms of reaction times [RTs] for the TD group). These results confirm and extend earlier findings supporting the resilience of implicit learning to individual differences.
期刊介绍:
Promoting the interests of scientific psychology and its researchers, QJEP, the journal of the Experimental Psychology Society, is a leading journal with a long-standing tradition of publishing cutting-edge research. Several articles have become classic papers in the fields of attention, perception, learning, memory, language, and reasoning. The journal publishes original articles on any topic within the field of experimental psychology (including comparative research). These include substantial experimental reports, review papers, rapid communications (reporting novel techniques or ground breaking results), comments (on articles previously published in QJEP or on issues of general interest to experimental psychologists), and book reviews. Experimental results are welcomed from all relevant techniques, including behavioural testing, brain imaging and computational modelling.
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The journal offers an open access option called Open Select, enabling authors to meet funder requirements to make their article free to read online for all in perpetuity. Authors also benefit from a broad and diverse subscription base that delivers the journal contents to a world-wide readership. Together these features ensure that the journal offers authors the opportunity to raise the visibility of their work to a global audience.