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Gepubliceerd in: Journal of Autism and Developmental Disorders 4/2013

01-04-2013

Learning Curve Analyses in Neurodevelopmental Disorders: Are Children with Autism Spectrum Disorder Truly Visual Learners?

Auteurs: Lászlό Erdődi, Renée Lajiness-O’Neill, Thomas A. Schmitt

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 4/2013

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Abstract

Visual and auditory verbal learning using a selective reminding format was studied in a mixed clinical sample of children with autism spectrum disorder (ASD) (n = 42), attention-deficit hyperactivity disorder (n = 83), velocardiofacial syndrome (n = 17) and neurotypicals (n = 38) using the Test of Memory and Learning to (1) more thoroughly characterize and examine the integrity of learning and memory processes, (2) to better understand the mechanisms of learning impairment, and (3) to inform instructional practices in ASD. Contrary to expectations, children with ASD demonstrated a relative weakness in the rate of acquisition of visual in contrast to verbal learning compared to neurotypicals. They also showed a complex pattern of consolidation. Overall, between-group differences were more likely to emerge during the visual learning task, suggesting that it may be more sensitive for detecting neurodevelopmental differences. The heuristic value of assessing memory and learning across multiple trials and comparing performance during immediate and delayed recall is discussed.
Voetnoten
1
Standardized effect size should be interpreted cautiously (see Baguley 2009).
 
2
Confidence intervals should be interpreted cautiously when used as visual approximations for evaluating statistical significance (see Belia et al. 2005).
 
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Metagegevens
Titel
Learning Curve Analyses in Neurodevelopmental Disorders: Are Children with Autism Spectrum Disorder Truly Visual Learners?
Auteurs
Lászlό Erdődi
Renée Lajiness-O’Neill
Thomas A. Schmitt
Publicatiedatum
01-04-2013
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 4/2013
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-012-1630-9