Intact implicit learning of spatial context and temporal sequences in childhood autism spectrum disorder
Intact implicit learning of spatial context and temporal sequences in childhood autism spectrum disorder
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DOI：
10.1037/0894-4105.22.5.563
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发表时间：
2008-09-01
期刊：
影响因子：
2.4
通讯作者：
Vaidya, Chandan J.
中科院分区：
文献类型：
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作者：
Barnes, Kelly Anne;Howard, Darlene V.;Vaidya, Chandan J.
自闭症谱系障碍（ASD）是指在社会交往、语言和运动行为等依赖内隐学习过程的领域中出现的障碍。作者研究了14名高功能ASD儿童（其中10名被诊断为Alfreger综合征）和14名对照儿童的两种内隐学习形式，已知由内侧颞叶介导的空间背景学习（使用上下文提示任务）和已知由额-纹状体和额-小脑回路介导的序列学习（使用交替序列反应时间任务）。这两种形式的学习在ASD中均未受损。尽管空间显示的视觉搜索速度较慢，但ASD患者的空间背景内隐学习得以幸免。本研究结果提供了证据的完整性学习过程中依赖于整合的空间和顺序的上下文信息的高功能自闭症儿童。
Autism spectrum disorder (ASD) is defined by atypicalities in domains that are posited to rely on implicit learning processes Such as social communication, language, and motor behavior. The authors examined 2 forms of implicit learning in 14 children with high-functioning ASD (10 of whom were diagnosed with Asperger's syndrome) and 14 control children, learning of spatial context known to be mediated by the medial temporal lobes (using the contextual cueing task) and of sequences known to be mediated by frontal-striatal and frontal-cerebellar circuits (using the alternating serial reaction time task). Both forms of learning were unimpaired in ASD. Spatial contextual implicit learning was spared in ASD despite slower visual search of spatial displays. The present findings provide evidence for the integrity of learning processes dependent on integration of spatial and sequential contextual information in high-functioning children with ASD.