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 CWTM2,3, van der Meij R4, Kessels RPC1,5,6, 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
