Implicit learning in children and adolescents with and without autism spectrum disorders: Exploring the effects of individual differences.

IF 1.5 3区 心理学 Q4 PHYSIOLOGY Quarterly Journal of Experimental Psychology Pub Date : 2024-09-26 DOI:10.1177/17470218241281639
Adamantia Ziva, Eleni Ziori
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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.

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表达:患有和未患有自闭症谱系障碍的儿童和青少年的内隐学习:探索个体差异的影响。
内隐学习在自闭症谱系障碍(ASD)患者掌握各种技能的过程中发挥着重要作用,而自闭症谱系障碍患者往往缺乏这些技能。本研究通过人工语法学习(AGL)任务,将自闭症儿童和青少年的内隐学习能力与典型同龄人的内隐学习能力进行比较,从而研究自闭症儿童和青少年的内隐学习能力。此外,本研究还探讨了上述能力是否与个体特征(即智商(IQ)、ASD症状严重程度和个体感知风格(全局/整体或局部/专注))相关。样本包括 20 名有轻度至相对严重 ASD 症状的个体和 20 名年龄和性别匹配的典型发育个体(TD)。学习的无意识(内隐)性质是通过 "无损失赌博 "法这一主观测量方法进行评估的,该方法允许对每次判断所伴随的信心进行无偏见的评估。结果证明了内隐学习在 ASD 组中得以保留,尽管相对于典型组有所降低。通过多重线性回归,并在组别与参与者的韦氏智力简表(WASI)得分、儿童自闭症评定量表(CARS)得分以及纳文类任务的表现之间加入交互项,考察了上述各项得分与 AGL 和内隐学习之间的可能关系在两组中是否存在差异。内隐学习与智商、自闭症症状严重程度或个人感知风格(除TD组在RT方面的感知风格)无明显关联。这些结果证实并扩展了之前的研究结果,支持内隐学习对个体差异的适应能力。
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来源期刊
CiteScore
3.50
自引率
5.90%
发文量
178
审稿时长
3-8 weeks
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. QJEP offers a competitive publication time-scale. Accepted Rapid Communications have priority in the publication cycle and usually appear in print within three months. We aim to publish all accepted (but uncorrected) articles online within seven days. Our Latest Articles page offers immediate publication of articles upon reaching their final form. 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.
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