Definition
Learning and consolidation in autism refers to implicit learning that is defined as the acquisition of information or motor skill without conscious access to what was learned or even to the fact that learning occurred. Autism spectrum disorder (ASD) is characterized by social, communicative, and motor impairments (APA 1994).
Theoretical Background
The semantic and episodic memories of people with autism have often been studied, but neurocognitive studies of implicit learning have received less attention.
One of the most popular tasks to measure implicit learning is the serial reaction time (SRT) task in which participants are instructed to respond as quickly and as accurately as possible to the location of a stimulus that was presented at one of four possible locations on the monitor in a series of trials. Unknown to the participants, the locations of stimuli follow a predefined sequence, and participants...
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References
APA. (1994). DSM-IV (4th ed.). Washington, DC: American Psychiatric Association.
Nemeth, D., Janacsek, K., Balogh, V., Londe, Z., Mingesz, R., Jámbori, S., Fazekas, M., Danyi, I., Vetró, A. (2010). Learning in autism: Implicitly superb. PloS One, 5(7), e11731.
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Nemeth, D., Janacsek, K. (2012). Learning and Consolidation in Autism. In: Seel, N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_1634
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DOI: https://doi.org/10.1007/978-1-4419-1428-6_1634
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