Memory enhancements from active control of learning in children with autism spectrum disorder.
(2020) In Autism 24(8). p.1995-2007- Abstract
- Previous research with typically developing children and adults shows that active control of the learning experience leads to enhanced episodic memory, as compared with conditions lacking this control. The present study investigates whether similar advantages can be found in children with autism spectrum disorder. In this study, 6–12-year-old autistic children (N = 29) participated in a simple memory game on a touchscreen tablet, in which they were asked to remember 64 objects presented in four blocks of 16. In two of the blocks, children could decide the order and pacing of study (active condition), whereas in the other two blocks, they passively observed the active study decisions of a previous participant (yoked condition). We found... (More)
- Previous research with typically developing children and adults shows that active control of the learning experience leads to enhanced episodic memory, as compared with conditions lacking this control. The present study investigates whether similar advantages can be found in children with autism spectrum disorder. In this study, 6–12-year-old autistic children (N = 29) participated in a simple memory game on a touchscreen tablet, in which they were asked to remember 64 objects presented in four blocks of 16. In two of the blocks, children could decide the order and pacing of study (active condition), whereas in the other two blocks, they passively observed the active study decisions of a previous participant (yoked condition). We found that recognition memory was more accurate for objects studied in the active compared with the yoked condition, even after a week-long delay. The magnitude of the effect was comparable with that obtained in previous studies with typically developing children and adults, suggesting a robustness for the benefits of active learning that goes beyond what previously hypothesized, extending to special populations. We discuss how these findings may help develop pedagogical interventions that leverage the active learning approach to promote inclusive learning. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/411c12fa-499a-4572-8b16-3138a9f627c6
- author
- Fantasia, Valentina LU ; Markant, Douglas B. ; Valeri, Giovanni ; Perri, Nicholas and Ruggeri, Azzurra
- publishing date
- 2020
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- active learning, autism spectrum disorder, enactment effect, exploration, recognition memory
- in
- Autism
- volume
- 24
- issue
- 8
- pages
- 13 pages
- publisher
- SAGE Publications
- external identifiers
-
- scopus:85087035237
- ISSN
- 1362-3613
- DOI
- 10.1177/1362361320931244
- language
- English
- LU publication?
- no
- id
- 411c12fa-499a-4572-8b16-3138a9f627c6
- date added to LUP
- 2022-03-10 21:51:08
- date last changed
- 2022-04-19 01:37:23
@article{411c12fa-499a-4572-8b16-3138a9f627c6,
abstract = {{Previous research with typically developing children and adults shows that active control of the learning experience leads to enhanced episodic memory, as compared with conditions lacking this control. The present study investigates whether similar advantages can be found in children with autism spectrum disorder. In this study, 6–12-year-old autistic children (N = 29) participated in a simple memory game on a touchscreen tablet, in which they were asked to remember 64 objects presented in four blocks of 16. In two of the blocks, children could decide the order and pacing of study (active condition), whereas in the other two blocks, they passively observed the active study decisions of a previous participant (yoked condition). We found that recognition memory was more accurate for objects studied in the active compared with the yoked condition, even after a week-long delay. The magnitude of the effect was comparable with that obtained in previous studies with typically developing children and adults, suggesting a robustness for the benefits of active learning that goes beyond what previously hypothesized, extending to special populations. We discuss how these findings may help develop pedagogical interventions that leverage the active learning approach to promote inclusive learning.}},
author = {{Fantasia, Valentina and Markant, Douglas B. and Valeri, Giovanni and Perri, Nicholas and Ruggeri, Azzurra}},
issn = {{1362-3613}},
keywords = {{active learning; autism spectrum disorder; enactment effect; exploration; recognition memory}},
language = {{eng}},
number = {{8}},
pages = {{1995--2007}},
publisher = {{SAGE Publications}},
series = {{Autism}},
title = {{Memory enhancements from active control of learning in children with autism spectrum disorder.}},
url = {{http://dx.doi.org/10.1177/1362361320931244}},
doi = {{10.1177/1362361320931244}},
volume = {{24}},
year = {{2020}},
}