Izadi-Najafabadi Sara, Mirzakhani-Araghi Navid, Miri-Lavasani Negar, Nejati Vahid, Pashazadeh-Azari Zahra
Biomechanics and Movement Science, Physical Therapy Department, Move to Learn Lab, University of Delaware, 540 South College Avenue, Newark, DE 19713, USA.
Occupational Therapy Department, Faculty of Rehabilitation, Shahid Beheshti University of Medical Science, Damavand Street, Emam Hosein Square, Tehran, Iran.
Res Dev Disabil. 2015 Dec;47:284-96. doi: 10.1016/j.ridd.2015.09.020. Epub 2015 Oct 23.
This study aims to determine whether children with Autism Spectrum Disorder (ASD) are capable of learning a motor skill both implicitly and explicitly.
In the present study, 30 boys with ASD, aged 7-11 with IQ average of 81.2, were compared with 32 typical IQ- and age-matched boys on their performance on a serial reaction time task (SRTT). Children were grouped by ASD and typical children and by implicit and explicit learning groups for the SRTT.
Implicit motor learning occurred in both children with ASD (p=.02) and typical children (p=.01). There were no significant differences between groups (p=.39). However, explicit motor learning was only observed in typical children (p=.01) not children with ASD (p=.40). There was a significant difference between groups for explicit learning (p=.01).
The results of our study showed that implicit motor learning is not affected in children with ASD. Implications for implicit and explicit learning are applied to the CO-OP approach of motor learning with children with ASD.
本研究旨在确定自闭症谱系障碍（ASD）儿童是否能够隐性和显性地学习运动技能。
在本研究中，将30名年龄在7至11岁、智商平均为81.2的患有ASD的男孩，与32名智商和年龄匹配的正常男孩在序列反应时任务（SRTT）中的表现进行比较。根据是否患有ASD以及在SRTT中是隐性学习组还是显性学习组对儿童进行分组。
患有ASD的儿童（p = 0.02）和正常儿童（p = 0.01）均出现了隐性运动学习。两组之间无显著差异（p = 0.39）。然而，仅在正常儿童中观察到显性运动学习（p = 0.01），而患有ASD的儿童中未观察到（p = 0.40）。在显性学习方面，两组之间存在显著差异（p = 0.01）。
我们的研究结果表明，隐性运动学习在患有ASD的儿童中不受影响。隐性和显性学习的相关结论被应用于针对患有ASD儿童的运动学习合作方法中。
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