Atypical studying process in individuals with Autism Spectrum Disorder

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  • Hotta Chie
    Department of Health Science, Kansai University of Social Welfare,
  • Toichi Motomi
    Graduate School of Medicine, Faculty of Medicine, Kyoto University

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  • 自閉症スペクトラム障害者の非定型な学習過程
  • ジヘイショウ スペクトラム ショウガイシャ ノ ヒテイケイ ナ ガクシュウ カテイ

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Abstract

It is well-known about the abnormalities of the abilities to remember and preserve information in the individuals with Autism Spectrum Disorder (ASD). Many previous studies have focused on the difference by a final memory performance between individuals with ASD and Typical Development (TD). Then, the aim of this study was to examine the learning process until learning in the individuals with ASD, compared to TD. The participants of ASD and TD groups studied all 24 words pairs. Each word pair was tested until they could reach a criterion, two consecutive testing sessions. Learning processes were examined with four measures of (1) the total number of trials and (2) the number of trials for each pair until two consecutive correct responses, (3) the performance of two consecutive correct responses during study trials and (4) the response time for each word during study trials. Finally, at 30 minute later. they were asked to recall each corresponding word for 8 cues randomly selected from 24 pairs. The results showed that the number of trials until learning (the measurement of (1) and (2)) in ASD group were much than that in TD, whereas, in ASD group, the performance of two consecutive correct responses during studying trials (the measurement of (3)) and final performance after 30 minutes on corresponding words to 8 cues was prominently less than that in TD group. These results are discussed in terms of the memory dysfunction related to adaptation in ASD.

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