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    Rule learning in Autism: the role of reward type and social context

    Jones, Emily and Webb, S. J. and Estes, A. and Dawson, G. (2013) Rule learning in Autism: the role of reward type and social context. Developmental Neuropsychology 38 (1), pp. 58-77. ISSN 8756-5641.

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    Abstract

    Learning abstract rules is central to social and cognitive development. Across two experiments, we used Delayed Non-Matching to Sample tasks to characterize the longitudinal development and nature of rule-learning impairments in children with Autism Spectrum Disorder (ASD). Results showed that children with ASD consistently experienced more difficulty learning an abstract rule from a discrete physical reward than children with DD. Rule learning was facilitated by the provision of more concrete reinforcement, suggesting an underlying difficulty in forming conceptual connections. Learning abstract rules about social stimuli remained challenging through late childhood, indicating the importance of testing executive functions in both social and non-social contexts.

    Metadata

    Item Type: Article
    School: Birkbeck Schools and Departments > School of Science > Psychological Sciences
    Research Centre: Brain and Cognitive Development, Centre for (CBCD)
    Depositing User: Administrator
    Date Deposited: 21 Dec 2016 14:07
    Last Modified: 21 Dec 2016 14:07
    URI: http://eprints.bbk.ac.uk/id/eprint/17793

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