L’apprentissage précoce dans l’autisme comme équilibre atypique entre les processus d’assimilation et d’accommodation

Titre original en anglais : Early Learning in Autism as an Atypical Balance between Assimilation and Accommodation Processes

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Vivanti, G., Rogers, S. J., Dwyer, P., & Rivera, S. M. (2022). Early Learning in Autism as an Atypical Balance between Assimilation and Accommodation Processes. Human Development, 66(4-5), 343-359. https://doi.org/10.1159/000526416

Date de publication: 01/01/2022 Ajout dans AutiHub: 05/07/2026 Type: Article Langue de l’article: Anglais
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Auteurs

Auteur·ices des publications
4
Auteur·ices de la publication identifié·es comme autistes
1 / 4 (25,0 %)
  1. Giacomo Vivanti
  2. Sally J. Rogers
  3. Patrick Dwyer *
  4. Susan M. Rivera

Résumé

De nombreux enfants sur le spectre de l’autisme sont capables d’apprendre de grandes quantités de matériel dans des domaines spécifiques, mais ils présentent souvent des retards d’apprentissage dans de multiples domaines. En outre, ils montrent généralement la capacité et la motivation d’apprendre par la pratique et à partir des résultats de leurs propres actions, tout en ayant des difficultés à apprendre à partir de situations nouvelles ainsi que des actions et communications d’autrui. Nous proposons que ces phénomènes, parmi d’autres, reflètent en partie un équilibre atypique entre les processus cognitifs d’assimilation et d’accommodation durant la petite enfance. En adoptant une perspective constructiviste qui relie les heuristiques de Piaget à la recherche expérimentale et clinique sur l’autisme, nous examinons les soutiens empiriques ainsi que les implications de cette notion pour la recherche sur l’autisme, la défense des droits et l’intervention.

Many children on the autism spectrum are capable of learning large amounts of material in specific areas – yet, they often show learning delays across multiple domains. Additionally, they typically show the ability and motivation to learn from practice and from the outcomes of their own actions, while having difficulties learning from novel situations and from others’ actions and communications. We propose that these and other phenomena reflect, in part, an atypical balance between cognitive assimilation and accommodation processes during early childhood. Adopting a constructivist perspective that connects Piaget’s heuristics with experimental and clinical research in autism, we examine empirical supports as well as implications of this notion for autism research, advocacy, and intervention.

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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
103
Nombre total de références citées intégrées pour cette publication.
Références citées avec un·e auteur·ice identifié·e comme autiste
6 / 103 (5,8 %)
Occurrences d’auteur·ices cité·es identifié·es comme autistes
9 / 462 (1,9 %)
Parmi les occurrences rattachées à des auteurices intégré·es à la base de données AutiHub : 9 / 115 (7,8 %). Auteurices cité·es distinct·es identifié·es comme autistes : 9 / 382 (2,4 %).
Occurrences citées rattachées à la base AutiHub
115 / 462 (24,9 %)
Auteurices cité·es distinct·es rattaché·es : 74 / 382 (19,4 %)
Occurrences rattachées, non identifiées comme autistes
106 / 115 (92,2 %)
Parmi les seules occurrences rattachées. Sur l’ensemble des occurrences d’auteurices cité·es : 106 / 462 (22,9 %). Auteurices cité·es distinct·es rattaché·es, non identifié·es comme autistes : 65 / 74 (87,8 %).
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