title: Implicit learning of local context in autism spectrum disorder.
abstract: Although previous research has reported impairments in implicit learning in individuals with ASD, research using one implicit learning paradigm, the contextual cueing task (Chun and Jiang in Cognitive Psychol 36:28-71, 1998), shows evidence of intact ability to integrate spatial contextual information. Using an adaptation of this paradigm, we replicated earlier findings showing that contextual cueing facilitates learning in ASD. Nevertheless, we found that exposure to repeated contexts that biased attention to local rather than global displays rendered it difficult for individuals with ASD to adapt to new trials. Thus, adaptive processes that allow one to respond flexibly and rapidly to new situations appear diminished in ASD when exposed to local spatial contexts. These findings have implications for practical learning strategies used in educational settings.
authors: Wales Autism Research Centre, School of Psychology, Cardiff University, Park Place, Cardiff, UK. kourkouloua@gmail.com
authors: Anastasia
authors: A
authors: Kourkoulou
authors: Susan R
authors: SR
authors: Leekam
authors: John M
authors: JM
authors: Findlay
mesh_terms: D000293:Adolescent; D000328:Adult; D001288:Attention / Q000502:physiology*; D002648:Child; D002659:Child Development Disorders, Pervasive / Q000523:psychology*; D003463:Cues; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology*; D008297:Male; D009483:Neuropsychological Tests; D010775:Photic Stimulation; D021641:Recognition, Psychology / Q000502:physiology; D014163:Transfer, Psychology / Q000502:physiology; D014796:Visual Perception / Q000502:physiology*