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Examining Implicit Learning in Indiv...

Arthurs, Jamie M.

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Examining Implicit Learning in Individuals with Autism Spectrum Disorder: Using Eye-Tracking to Determine whether Implicit Learning is Impaired or Intact.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Examining Implicit Learning in Individuals with Autism Spectrum Disorder: Using Eye-Tracking to Determine whether Implicit Learning is Impaired or Intact./
Author:	Arthurs, Jamie M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	210 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: B.
Contained By:	Dissertation Abstracts International79-01B(E).
Subject:	Clinical psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10601378
ISBN:	9780355125405

Examining Implicit Learning in Individuals with Autism Spectrum Disorder: Using Eye-Tracking to Determine whether Implicit Learning is Impaired or Intact.
Arthurs, Jamie M.

Examining Implicit Learning in Individuals with Autism Spectrum Disorder: Using Eye-Tracking to Determine whether Implicit Learning is Impaired or Intact. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 210 p.

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: B.

Thesis (Psy.D.)--Indiana University of Pennsylvania, 2017.

The current understanding of Autism Spectrum Disorder (ASD) remains limited, with proposed theories unable to provide a complete understanding of the disorder. Implicit learning has been studied to address whether it is influential in the development and maintenance of ASD. Many characteristics of ASD qualitatively suggest deficits with implicit learning; however, results of quantitative studies have been mixed (Eigsti & Mayo, 2011). The current study compared implicit learning in individuals with ASD to typically developing (TD) individuals by examining categorization and prototype formation using eye-tracking methodology. Participants examined imaginary animals with four features that vary in size across three conditions (prototype, implicit, and explicit) and made choices on category membership.

ISBN: 9780355125405Subjects--Topical Terms:

524863
Clinical psychology.

Examining Implicit Learning in Individuals with Autism Spectrum Disorder: Using Eye-Tracking to Determine whether Implicit Learning is Impaired or Intact.
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245 1 0 $a Examining Implicit Learning in Individuals with Autism Spectrum Disorder: Using Eye-Tracking to Determine whether Implicit Learning is Impaired or Intact.
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500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: B.
500 $a Adviser: Lisa C. Newell.
502 $a Thesis (Psy.D.)--Indiana University of Pennsylvania, 2017.
520 $a The current understanding of Autism Spectrum Disorder (ASD) remains limited, with proposed theories unable to provide a complete understanding of the disorder. Implicit learning has been studied to address whether it is influential in the development and maintenance of ASD. Many characteristics of ASD qualitatively suggest deficits with implicit learning; however, results of quantitative studies have been mixed (Eigsti & Mayo, 2011). The current study compared implicit learning in individuals with ASD to typically developing (TD) individuals by examining categorization and prototype formation using eye-tracking methodology. Participants examined imaginary animals with four features that vary in size across three conditions (prototype, implicit, and explicit) and made choices on category membership.
520 $a In addition to accuracy, selective attention was measured using eye-tracking software to examine differences in attention to relevant versus non-relevant (stable and distractor) features. Gaze patterns were analyzed by examining glance duration, fixation percentage, and fixation count. Category learning time was assessed by identifying the number of training trials it took for participants to learn categories. Due to small sample size, results should be interpreted cautiously. Qualitative differences were found in category learning time, with participants with ASD requiring more training trials to learn categories for all conditions. Eye-tracking results revealed differences, though only marginally significant, between groups on the prototype condition, with TD individuals learning to selectively attend to relevant features while individuals with ASD did not. There were no differences in gaze patterns for the implicit and explicit group, with participants surprisingly focusing on distractor features over relevant features. These results may be the result of the creation of areas of interests (AOIs). Accuracy data indicated that neither group developed a prototype during the prototype condition. There were several possible explanations for these results, including participants being able to utilize a rule-based strategy (explicit) or participants using an exemplar-based model during this condition, rather than the expected prototypical model. Both groups performed equally well on implicit and explicit conditions, suggesting that individuals with ASD can accurately categorize more simple categorization tasks. Limitations, implications, and future directions were also discussed.
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