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Journal of Autism and Developmental Disorders
Gepubliceerd in:

10-01-2023 | Brief Report

To What Extent is the Contribution of Language to Learning via Instructions Modulated by the Expression of Autism Traits?

Auteurs: Félice van ‘t Wout, Christopher Jarrold

Gepubliceerd in: Journal of Autism and Developmental Disorders | Uitgave 1/2025

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Abstract

Language plays a fundamental role in enabling flexible, goal-directed behaviour. This study investigated whether the contribution of language to instruction encoding is modulated by the expression of autism traits, as measured by the Autism Spectrum Quotient (ASQ) questionnaire. Participants (N = 108) completed six choice reaction time tasks, with each task consisting of six stimulus-response mappings. During an instruction phase preceding each task, participants performed either a verbal, non-verbal or no distractor task. Participants made more errors in the verbal distractor task condition, but this detrimental effect did not differ significantly between the high (top 33%) and low (bottom 33%) ASQ groups. Hence, the contribution of language to instruction encoding does not appear to be modulated by the expression of autism traits.
vorige artikel Motor Signature Differences Between Autism Spectrum Disorder and Developmental Coordination Disorder, and Their Neural Mechanisms
volgende artikel Caregiver Perceptions of Social Communication and Interaction: Development and Validation of the SCIPS
Voetnoten
1
Van ‘t Wout and Jarrold (2022) found an effect size of 0.637 for the difference between the AS and FT conditions. G-Power estimated that 34 participants would be needed to detect this effect size at 95% power with an alpha of 5% within each ASQ group. We increased this number to 36 participants per group in order to accommodate between-subject counterbalancing of distractor task order and response assignment.
 
2
Foot tapping (tapping one foot) and articulatory suppression (saying “tick, tick, tick”) were chosen as distractor tasks, as previous research has shown that these distractor tasks are well-matched in terms of difficulty (Miyake et al., 2004; Van ‘t Wout & Jarrold, 2020). Participants also heard the metronome during the instruction phase of the no distractor task condition, but they were instructed to ignore it.
 
3
The demographic characteristics of the participants excluded from the analysis (75% female, mean ASQ score = 17) were similar to those of the participants included in the analysis (80% female, mean ASQ score = 18).
 
4
Previous studies have also found that reaction times are sometimes faster under AS than under FT (e., Bryck & Mayr, 2005; Van ‘t Wout & Jarrold, 2022). Additionally, Van ‘t Wout and Jarrold (2022) demonstrated that the increase in errors under AS (compared to FT) cannot be attributed exclusively to faster RTs in that condition.
 
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Metagegevens
Titel
To What Extent is the Contribution of Language to Learning via Instructions Modulated by the Expression of Autism Traits?
Auteurs
Félice van ‘t Wout
Christopher Jarrold
Publicatiedatum
10-01-2023
Uitgeverij
Springer US
Gepubliceerd in
Journal of Autism and Developmental Disorders / Uitgave 1/2025
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432
DOI
https://doi.org/10.1007/s10803-022-05843-1

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