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01-11-2012 | Brief Report | Uitgave 11/2012

Journal of Autism and Developmental Disorders 11/2012

Brief Report: A Comparison of Statistical Learning in School-Aged Children with High Functioning Autism and Typically Developing Peers

Tijdschrift:
Journal of Autism and Developmental Disorders > Uitgave 11/2012
Auteurs:
Jessica Mayo, Inge-Marie Eigsti
Belangrijke opmerkingen
The present study was conducted by Jessica D. Mayo, University of Connecticut and Inge-Marie Eigsti, University of Connecticut.
“One gets to the heart of the matter by a series of experiences in the same pattern…”
-Robert Graves.

Abstract

Individuals with autism spectrum disorders have impairments in language acquisition, but the underlying mechanism of these deficits is poorly understood. Implicit learning is potentially relevant to language development, particularly in speech segmentation, which relies on sensitivity to transitional probabilities between speech sounds. This study investigated the relationship between implicit learning and current language abilities in school-aged children with high functioning autism and a history of language delay (n = 17) and in children with typical development (n = 24) using a well-studied artificial language learning task. Results suggest that high functioning children with autism (HFA) and TD groups were equally able to implicitly learn transitional probabilities from a lengthy stimulus stream. Furthermore, task performance was not strongly associated with current language abilities. Implications for implicit learning research in HFA are discussed.

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