Sequence Learning with Stochastic Feedback in a Cross-Cultural Sample of Boys in the Autistic Spectrum
The study investigated sequence learning from stochastic feedback in boys with Autistic Spectrum Disorder (ASD) and typically developed (TD) boys. We asked boys with ASD from Nigeria and the UK as well as age- and gender-matched controls (also males only) to deduce a sequence of four left and right...
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| Veröffentlicht in: | Education and training in autism and developmental disabilities 2016-06, Vol.51 (2), p.179-194 |
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| creator | Hentschel, Maren Lange-Küttner, Christiane Averbeck, Bruno B. |
| description | The study investigated sequence learning from stochastic feedback in boys with Autistic Spectrum Disorder (ASD) and typically developed (TD) boys. We asked boys with ASD from Nigeria and the UK as well as age- and gender-matched controls (also males only) to deduce a sequence of four left and right button presses, LLRR, RRLL, LRLR, RLRL, LRRL and RLLR from a feedback signal. Results revealed no significant differences between the boys with ASD from Nigeria and the UK as both groups of boys improved during the task. Most interestingly, the ASD and TD group of boys learning differed for certainty, but not uncertainty of feedback. We concluded that further research is needed why boys with ASD did not benefit from true, logical and reliable feedback. |
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We asked boys with ASD from Nigeria and the UK as well as age- and gender-matched controls (also males only) to deduce a sequence of four left and right button presses, LLRR, RRLL, LRLR, RLRL, LRRL and RLLR from a feedback signal. Results revealed no significant differences between the boys with ASD from Nigeria and the UK as both groups of boys improved during the task. Most interestingly, the ASD and TD group of boys learning differed for certainty, but not uncertainty of feedback. We concluded that further research is needed why boys with ASD did not benefit from true, logical and reliable feedback.</description><identifier>ISSN: 2154-1647</identifier><language>eng</language><publisher>Arlington: The Council for Exceptional Children, Division on Autism and Developmental Disabilities</publisher><subject>Age ; Autism ; Children ; Children & youth ; Cognitive ability ; Cognitive Processes ; Cognitive Tests ; Comparative Analysis ; Concept Formation ; Control Groups ; Cross Cultural Studies ; Cultural Differences ; Draw a Person Test ; Executive Function ; Fear & phobias ; Feedback ; Feedback (Response) ; Flexibility ; Foreign Countries ; Freehand Drawing ; Human performance ; Intelligence Tests ; Logical Thinking ; Longitudinal Studies ; Males ; Memory ; Nigeria ; Personality Measures ; Pervasive Developmental Disorders ; Preadolescents ; Projective Measures ; Raven Progressive Matrices ; Researchers ; Studies ; United Kingdom ; Visual Stimuli</subject><ispartof>Education and training in autism and developmental disabilities, 2016-06, Vol.51 (2), p.179-194</ispartof><rights>Copyright 2016 Division on Austim and Developmental Disabilities, The Council for Exceptional Children</rights><rights>Copyright Division on Autism and Developmental Disabilities Jun 2016</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/24827546$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/24827546$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,780,784,803,12845,30998,58016,58249</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1102810$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Hentschel, Maren</creatorcontrib><creatorcontrib>Lange-Küttner, Christiane</creatorcontrib><creatorcontrib>Averbeck, Bruno B.</creatorcontrib><title>Sequence Learning with Stochastic Feedback in a Cross-Cultural Sample of Boys in the Autistic Spectrum</title><title>Education and training in autism and developmental disabilities</title><description>The study investigated sequence learning from stochastic feedback in boys with Autistic Spectrum Disorder (ASD) and typically developed (TD) boys. 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We asked boys with ASD from Nigeria and the UK as well as age- and gender-matched controls (also males only) to deduce a sequence of four left and right button presses, LLRR, RRLL, LRLR, RLRL, LRRL and RLLR from a feedback signal. Results revealed no significant differences between the boys with ASD from Nigeria and the UK as both groups of boys improved during the task. Most interestingly, the ASD and TD group of boys learning differed for certainty, but not uncertainty of feedback. We concluded that further research is needed why boys with ASD did not benefit from true, logical and reliable feedback.</abstract><cop>Arlington</cop><pub>The Council for Exceptional Children, Division on Autism and Developmental Disabilities</pub><tpages>16</tpages></addata></record> |
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| ispartof | Education and training in autism and developmental disabilities, 2016-06, Vol.51 (2), p.179-194 |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); JSTOR Archive Collection A-Z Listing; EBSCOhost Education Source |
| subjects | Age Autism Children Children & youth Cognitive ability Cognitive Processes Cognitive Tests Comparative Analysis Concept Formation Control Groups Cross Cultural Studies Cultural Differences Draw a Person Test Executive Function Fear & phobias Feedback Feedback (Response) Flexibility Foreign Countries Freehand Drawing Human performance Intelligence Tests Logical Thinking Longitudinal Studies Males Memory Nigeria Personality Measures Pervasive Developmental Disorders Preadolescents Projective Measures Raven Progressive Matrices Researchers Studies United Kingdom Visual Stimuli |
| title | Sequence Learning with Stochastic Feedback in a Cross-Cultural Sample of Boys in the Autistic Spectrum |
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