Memory enhancements from active control of learning in children with autism spectrum disorder

Abstract

Previous research with typically developing children and adults shows that active control of the learning experience leads to enhanced episodic memory, as compared with conditions lacking this control. The present study investigates whether similar advantages can be found in children with autism spectrum disorder. In this study, 6–12-year-old autistic children ( N = 29) participated in a simple memory game on a touchscreen tablet, in which they were asked to remember 64 objects presented in four blocks of 16. In two of the blocks, children could decide the order and pacing of study (active condition), whereas in the other two blocks, they passively observed the active study decisions of a previous participant (yoked condition). We found that recognition memory was more accurate for objects studied in the active compared with the yoked condition, even after a week-long delay. The magnitude of the effect was comparable with that obtained in previous studies with typically developing children and adults, suggesting a robustness for the benefits of active learning that goes beyond what previously hypothesized, extending to special populations. We discuss how these findings may help develop pedagogical interventions that leverage the active learning approach to promote inclusive learning. Lay abstract Research with adults and typically developing children has shown that being able to actively control their learning experience, that is, to decide what to learn, when, and at what pace, can boost learning in a variety of contexts. In particular, previous research has shown a robust advantage of active control for episodic memory as compared with conditions lacking this control. In this article, we explore the potential of active control to improve learning of 6- to 12-year-old children diagnosed with autism spectrum disorder. We presented them with a simple memory game on a touchscreen tablet, in which children were asked to recall as many of the presented objects as possible. For half of the objects, children could decide the order and pacing of study (active condition); for the other half, they passively observed the study decisions of a previous participant (yoked condition). We found that recognition memory was more accurate when children could actively control the order, pace, and frequency of the study experience, even after a week-long delay. We discuss how teachers and educators might promote active learning approaches in educational and pedagogical applications to support inclusive learning.

Implicit and Explicit Memory in Youths with High-Functioning Autism Spectrum Disorder: A Case-Control Study

“…Another approach could support EM in ASD by using specific, tailored strategies. A recent study found that the recognition ability in children with high-functioning ASD is more accurate when they can exert active control on the study experience, i.e., by choosing what and how to study [ 107 ]. However, behavioral therapeutic approaches for ASD often target explicit rules and scripts [ 108 , 109 ].…”

Educational interventions used to improve the cognitive and social development of children and adolescents with autism

“…During adolescence/puberty, 10 to 18 years of age, affection conflict is still imminent, and socio-emotional maturation marks the end of this cycle (Burnett et al, 2011). Considering the autistic student, the optimization of learning with playful or technological interventions is proven to be efficient to ensure the cognitive and social development of these children and adolescents (Westeryeld et al, 2017;Sam et al, 2020;Locke et al, 2016;Fantasia et al, 2020).…”

“…In addition, it was evidenced that the use of interactive technological devices (applications, virtual games, video modeling, and robots) stimulated the cognitive and social development of the evaluated population (Plavinick, et al, 2015;Yun, et al, 2017;Leão, et al, 2019;Fantasia, et al, 2020;Kostrubieck and Kruck, 2020;Saint-Georges, et al, 2020).…”

“…In addition, the results of the evaluated studies showed that learning in the classroom through the use of computers, virtual games, among others, were applied in the family and daily environment of the population evaluated with autism, improving social interaction and the quality of Your lives. Fantasia et al (2020) assessed the potential of active control to improve learning in children aged 6 to 12 years diagnosed with an autism spectrum disorder. Participants were presented with a memory game available on a touchscreen tablet, in which children were asked to remember as much as possible of the objects presented.…”

Differential impact of web habits and active navigation on adolescents' online learning

“…In particular, recent experimental work indicates that even minimal forms of volitional control, such as allowing the learner to control the pace and order of the materials to be studied, enhance memory retention in both adults (e.g., Liu et al, 2007;Plancher et al, 2013;Voss et al, 2011) and children (e.g., Fantasia et al, 2020; ADOLESCENTS ONLINE ACTIVE LEARNING 11 D. Markant et al, 2016;Partridge et al, 2015;Ruggeri et al, 2019) compared to situations in which the learner is merely exposed (i.e., yoked) to other participants' study choices. By matching the content experienced during study across conditions, yoked designs isolate the effects of active control on learning.…”