Publication de résultats de recherche

Des résultats de recherche qui pourraient changer les situations d’apprentissage des enfants autistes

20 septembre 2021

Épurer au maximum une situation d’apprentissage pour simplifier la tâche aux enfants autistes afin que leur attention soit optimale est un réflexe partagé par de nombreuses intervenantes, affirme la professeure du Département de psychologie Isabelle Soulières. «Cela part d’une bonne intention. On veut aider l’enfant à apprendre une chose, puis une autre, et ainsi de suite. Sauf que cela ne respecte pas nécessairement la manière d’apprendre des enfants autistes», révèle la chercheuse, qui vient de publier les résultats d’une étude novatrice
à ce chapitre dans le Journal of Experimental Psychology.

Extrait de l’article vulgarisé : Autisme : des résultats contre-intuitifs sur l’apprentissage par Pierre-Étienne Caza dans l’Actualités de l’UQAM, 16 septembre 2021

En version .pdf ⤵️


Référence complète de l’article scientifique

Anne-Marie Nader, Domenico Tullo, Valérie Bouchard, Janie Degré-Pelletier, Armando Bertone, Michelle Dawson et Isabelle Soulières, dans le Journal of Experimental Psychology, 16 septembre 2021. https://doi.org/10.1037/xge0001092

Résumé de l’article
Autism is diagnosed according to atypical social-communication and repetitive behaviors. However, autistic individuals are also distinctive in the high variability of specific abilities such as learning. Having been characterized as experiencing great difficulty with learning, autistics have also been reported to learn spontaneously in exceptional ways. These contrasting accounts suggest that some situations may be better than others for learning in autism. We tested this possibility using a probabilistic category learning task with four learning situations differing either in feedback intensity or information presentation. Two learning situations compared high- versus low-intensity feedback, while two other learning situations without external feedback compared isolated sequentially presented information versus arrays of simultaneously presented information. We assessed the categorization and generalization performance of 54 autistic and 52 age-matched typical school-age children after they learned in different situations. We found that children in both groups were able to learn and generalize novel probabilistic categories in all four learning situations. However, across and within groups, autistic children were advantaged by simultaneously presented information while typical children were advantaged by high-intensity feedback when learning. These findings question some common aspects of autism interventions (e.g., frequent intense feedback, minimized simplified information), and underline the importance of improving our current understanding of how and when autistics learn optimally.