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Evidence for a deficit in procedural learning in children and adolescents with autism: Implications for cerebellar contribution
Ist Teil von
Journal of the International Neuropsychological Society, 2000-11, Vol.6 (7), p.752-759
Ort / Verlag
England: Cambridge University Press
Erscheinungsjahr
2000
Link zum Volltext
Quelle
MEDLINE
Beschreibungen/Notizen
To examine the hypothesis that abnormalities in
those cognitive functions for which cerebellar components
have been implicated contribute to the pathophysiology
of autism, tests of judgment of explicit time intervals
and procedural learning were administered to 11 participants
with autism and 17 age-and-IQ-matched controls. Results
indicated that the group with autism demonstrated significant
impairments in procedural learning compared with the group
of controls. No significant difference in judgment of explicit
time intervals was found. The data suggest that deficits
in procedural learning may contribute to the cognitive
and behavioral phenotype of autism; these deficits may
be secondary to abnormalities in cerebellar–frontal
circuitry. (JINS, 2000, 6, 752–759.)