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Gepubliceerd in: Journal of Autism and Developmental Disorders 11/2012

01-11-2012 | Brief Report

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

Auteurs: Jessica Mayo, Inge-Marie Eigsti

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 11/2012

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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.
Voetnoten
1
Note the large age range of the subjects included. Although there is evidence that age may play a role in statistical learning abilities (Arciuli and Simpson 2011), age did not appear to play a role in the current sample. That is, age was not significantly related to performance on our measure of implicit learning (i.e., the 2AFC test) for either the TD or HFA groups. Nevertheless, it was important to ensure that groups were well-matched on age.
 
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Metagegevens
Titel
Brief Report: A Comparison of Statistical Learning in School-Aged Children with High Functioning Autism and Typically Developing Peers
Auteurs
Jessica Mayo
Inge-Marie Eigsti
Publicatiedatum
01-11-2012
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 11/2012
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-012-1493-0