Procedural Learning of a Visual Sequence in Individuals With Autism

Barry Gordon, Shauna Stark

Research output: Contribution to journalArticle

Abstract

Implicit sequence learning, as measured using the sequential reaction time (SRT) task paradigm originally introduced by Nissen & Bullemer (1987), has been reported to be impaired in high-functioning individuals with autism (Mostofsky, Goldberg, Landa, & Denckla, 2000). We reasoned that increased exposure to the sequence may particularly benefit individuals with autism, especially those who are lower functioning. Seven individuals with autism participated in six training and test sessions of an eight-length SRT task (Experiment 1), and 5 performed a four-length SRT task (Experiment 2). Sequence learned was demonstrated at a group level on the eight-length sequence, and on an individual basis with the four-length sequence. These data demonstrate that individuals with autism, even those who are lower functioning, are capable of learning an implicit sequence with increased behavioral training. Implications for these findings are discussed.

Original languageEnglish (US)
Pages (from-to)14-22
Number of pages9
JournalFocus on Autism and Other Developmental Disabilities
Volume22
Issue number1
DOIs
StatePublished - 2007

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Autistic Disorder
Learning
Reaction Time

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Neurology
  • Clinical Neurology
  • Cognitive Neuroscience
  • Psychiatry and Mental health

Cite this

Procedural Learning of a Visual Sequence in Individuals With Autism. / Gordon, Barry; Stark, Shauna.

In: Focus on Autism and Other Developmental Disabilities, Vol. 22, No. 1, 2007, p. 14-22.

Research output: Contribution to journalArticle

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