Apprentissage de catégories dans l’autisme : certaines situations sont-elles meilleures que d’autres ?

Titre original en anglais : Category learning in autism: Are some situations better than others?

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Nader, A. M., Tullo, D., Bouchard, V., Degré‐Pelletier, J., Bertone, A., Dawson, M., & Soulières, I. (2021). Category learning in autism: Are some situations better than others? Journal of Experimental Psychology: General, 151(3), 578-596. https://doi.org/10.1037/xge0001092

Date de publication: 16/09/2021 Ajout dans AutiHub: 03/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
7
Auteur·ices de la publication identifié·es comme autistes
1 / 7 (14,3 %)
  1. Anne-Marie Nader
  2. Domenico Tullo
  3. Valérie Bouchard
  4. Janie Degré‐Pelletier
  1. Armando Bertone
  2. Michelle Dawson *
  3. Isabelle Soulières

Résumé

L’autisme est diagnostiqué sur la base d’une communication sociale atypique et de comportements répétitifs. Cependant, les personnes autistes se distinguent également par la grande variabilité de capacités spécifiques telles que l’apprentissage. Bien qu’elles aient été caractérisées comme éprouvant de grandes difficultés d’apprentissage, il a également été rapporté que les personnes autistes apprennent spontanément de manière exceptionnelle. Ces descriptions contrastées suggèrent que certaines situations pourraient être meilleures que d’autres pour l’apprentissage dans l’autisme. Nous avons testé cette possibilité à l’aide d’une tâche d’apprentissage probabiliste de catégories comportant quatre situations d’apprentissage différant soit par l’intensité du feedback, soit par la présentation de l’information. Deux situations d’apprentissage comparaient un feedback de forte intensité à un feedback de faible intensité, tandis que deux autres situations d’apprentissage sans feedback externe comparaient des informations isolées présentées séquentiellement à des ensembles d’informations présentées simultanément. Nous avons évalué les performances de catégorisation et de généralisation de 54 enfants autistes et de 52 enfants typiques d’âge scolaire appariés en âge après qu’ils eurent appris dans différentes situations. Nous avons constaté que les enfants des deux groupes étaient capables d’apprendre et de généraliser de nouvelles catégories probabilistes dans les quatre situations d’apprentissage. Cependant, entre les groupes et au sein de ceux-ci, les enfants autistes bénéficiaient davantage d’informations présentées simultanément, tandis que les enfants typiques bénéficiaient davantage d’un feedback de forte intensité lors de l’apprentissage. Ces résultats remettent en question certains aspects courants des interventions pour l’autisme, par exemple un feedback intense et fréquent et des informations simplifiées réduites au minimum, et soulignent l’importance d’améliorer notre compréhension actuelle de la manière et des moments où les personnes autistes apprennent de façon optimale. (Notice de la base de données PsycInfo (c) 2022 APA, tous droits réservés).

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. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Bibliographie citée par cette référence

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Vue d’ensemble de l’inclusion dans la bibliographie

Ces indicateurs décrivent la bibliographie citée importée pour cette publication. Les métriques de références citées utilisent le total des références citées comme dénominateur. Les métriques d’auteurices cité·es indiquent si elles utilisent toutes les occurrences d’auteurices cité·es ou seulement les occurrences rattachées à des auteurices déjà intégré·es à la base de données AutiHub. Ils utilisent les rattachements mis en cache entre les auteurices cité·es et les auteurices intégré·es à la base de données AutiHub. Dernier calcul : 16/08/2026 11:30.

Références citées
71
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
6 / 71 (8,5 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
6 / 345 (1,7 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 6 / 114 (5,3 %). Auteurices cité·es distinct·es identifié·es comme autistes : 1 / 266 (0,4 %).
Occurrences citées rattachées à la base AutiHub
114 / 345 (33,0 %)
Auteurices cité·es distinct·es rattaché·es : 75 / 266 (28,2 %)
Occurrences rattachées, non identifiées comme autistes
108 / 114 (94,7 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 108 / 345 (31,3 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 74 / 75 (98,7 %).
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