Autisme: trop désireux d'apprendre? Résultats sur les potentiels liés à l'événement de la dépendance accrue sur l'apprentissage intentionnel dans une tâche de temps de réaction en série

Aperçu: G.M.

Il a été suggéré que les personnes avec un diagnostic de trouble du spectre de l'autisme (TSA) ont une tendance accrue à utiliser des stratégies d'apprentissage explicites (ou intentionnelles). Cet apprentissage modifié peut jouer un rôle dans le développement des difficultés de communication sociale caractérisant les TSA.  les chercheurs ont évalué l'apprentissage de séquences accidentelles et intentionnelles en utilisant une tâche de temps de réaction en série (SRT) dans une population adulte avec un diagnostic de TSA.  

Les résultats suggèrent que  l'apprentissage dans le groupe TD (développement typique) pourrait être de nature plus incidente, alors que l'apprentissage dans le groupe TSA est plus intentionnel ou demande plus d'effort.

Autism Res. 2017 Apr 27. doi: 10.1002/aur.1802.

Autism: Too eager to learn? Event related potential findings of increased dependency on intentional learning in a serial reaction time task

Zwart FS¹, Vissers CWTM^2,3, van der Meij R⁴, Kessels RPC^1,5,6, Maes JHR¹.

Author information

1

Centre for Cognition, Brain Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands.

2

Learning and Plasticity Institute, Nijmegen, The Netherlands.

3

Kentalis Academy, Kentalis, Sint-Michielsgestel, The Netherlands.

4

University of California, San Diego, La Jolla, California.

5

Department of Medical Psychology, Radboud University Medical Center, Nijmegen, The Netherlands.

6

Centre of Excellence for Korsakoff and Alcohol-Related Cognitive Disorders Institute for Psychiatry, Venray, The Netherlands.

Abstract

It has been suggested that people with autism spectrum disorder (ASD) have an increased tendency to use explicit (or intentional) learning strategies. This altered learning may play a role in the development of the social communication difficulties characterizing ASD. In the current study, we investigated incidental and intentional sequence learning using a Serial Reaction Time (SRT) task in an adult ASD population. Response times and event related potentials (ERP) components (N2b and P3) were assessed as indicators of learning and knowledge. Findings showed that behaviorally, sequence learning and ensuing explicit knowledge were similar in ASD and typically developing (TD) controls. However, ERP findings showed that learning in the TD group was characterized by an enhanced N2b, while learning in the ASD group was characterized by an enhanced P3. These findings suggest that learning in the TD group might be more incidental in nature, whereas learning in the ASD group is more intentional or effortful. Increased intentional learning might serve as a strategy for individuals with ASD to control an overwhelming environment. Although this led to similar behavioral performances on the SRT task, it is very plausible that this intentional learning has adverse effects in more complex social situations, and hence contributes to the social impairments found in ASD. Autism Res 2017. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.

© 2017 International Society for Autism Research, Wiley Periodicals, Inc.

PMID: 28448681

DOI: 10.1002/aur.1802