Schema Development in Individuals with Autism: A Review of the Literature
Tóm tắt
The purpose of this article was to synthesize the available research regarding the development of complex schemata in individuals with autism across its entire developmental process beginning with prototype formation, followed by categorization, and finally the development of schema. Specific research questions addressed the quality of research across all available studies, characteristics of participants, and whether a difference exists in the ability of individuals with autism to form schema as it relates to all three steps of the developmental process. Through a search of articles published between 1980 and 2018, 23 articles were identified, and results indicated a difference in individuals with autism as compared to typically developing controls, with the most mixed results occurring in prototype research. Implications for future research are discussed.
Tài liệu tham khảo
Ashby, F. G., & Ell, S. W. (2001). The neurobiology of human category learning. Trends in Cognitive Sciences, 5, 204–210.
Chard, D. J., Ketterlin-Geller, L. R., Baker, S. K., Doabler, C., & Apichatabutra, C. (2009). Repeated reading interventions for students with learning disabilities: Status of the evidence. Exceptional Children, 75, 263–281.
Church, B., Krauss, M., Lopata, C., Toomey, J., Thomeer, M., Coutinho, M., & Volker, M. (2010). Atypical categorization in children with high-functioning autism spectrum disorder. Psychonomic Bulletin & Review, 17, 862–868.
Church, B. A., Rice, C. L., Dovgopoly, A., Lopata, C. J., Thomeer, M. L., Nelson, A., & Mercado, E. (2015). Learning, plasticity, and atypical generalization in children with autism. Psychonomic Bulletin & Review, 22, 1342–1348. https://doi.org/10.3758/s13423-014-0797-9.
Costa do Carmo, J., Margarida Rodrigues Dias Duarte, E., Lopes Ferreira de Pinho, S. K., Nunes Filipe, C., & Marques, J. F. (2017). The content boundaries of natural categories in high-functioning young adults with autism spectrum. Psique, 13, 7–17.
Edwards, D. J., Perlman, A., & Reed, P. (2012). Unsupervised categorization in a sample of children with autism spectrum disorders. Research in Developmental Disabilities, 33, 1264–1269. https://doi.org/10.1016/j.ridd.2012.02.021.
Fivush, R., & Slackman, E. (1986). The acquisition and development of scripts. In K. Nelson (Ed.), Event knowledge: Structure and function in development (pp. 71–96). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Froehlich, A. L., Anderson, J. S., Bigler, E. D., Miller, J. S., Lange, N. T., DuBray, M. B., et al. (2012). Intact prototype formation but impaired generalization in autism. Research in Autism Spectrum Disorders, 6, 921–930. https://doi.org/10.1016/j.rasd.2011.12.006.
Gastgeb, H. Z., Strauss, M. S., & Minshew, N. J. (2006). Do individuals with autism process categories differently? The effect of typicality and development. Child Development, 77, 1717–1729. https://doi.org/10.1111/j.1467-8624.2006.00969.x.
Gastgeb, H. Z., Dundas, E. M., Minshew, N. J., & Strauss, M. S. (2012). Category formation in autism: Can individuals with autism form categories and prototypes of dot patterns? Journal of Autism and Developmental Disorders, 42, 1694–1704. https://doi.org/10.1007/s10803-011-1411-x.
Gersten, R., Fuchs, L. S., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71, 149–164.
Keri, S., Kalman, J., Keleman, O., Benedek, G., & Janka, Z. (2001). Are Alzheimer’s disease patients able to learn visual prototypes? Neuropsychologia, 39, 1218–1223.
Klinger, L. G., & Dawson, G. (1995). A fresh look at categorization abilities in persons with autism. In E. Schopler & G. Mesibov (Eds.), Learning and cognition in autism (pp. 119–136). New York: Plenum Press.
Klinger, L. G., & Dawson, G. (2001). Prototype formation in autism. Development and Psychopathology, 13, 111–124. https://doi.org/10.1017/S0954579401001080.
Loth, E., Gómez, J. C., & Happé, F. (2008a). Detecting changes in naturalistic scenes: Contextual inconsistency does not influence spontaneous attention in high-functioning people with autism spectrum disorder. Autism Research, 1, 179–188. https://doi.org/10.1002/aur.19.
Loth, E., Gómez, J. C., & Happé, F. (2008b). Event schemas in autism spectrum disorders: The role of theory of mind and weak central coherence. Journal of Autism and Developmental Disorders, 38, 449–463. https://doi.org/10.1007/s10803-007-0412-2.
Mandler, J. M. (1984). Stories, scripts, and scenes: Aspects of schema theory. New York, NY: Lawrence Erlbaum Associates, Inc.
Mandler, J. M., Fivush, R., & Reznick, J. S. (1987). The development of contextual categories. Cognitive Development, 2, 339–354. https://doi.org/10.1016/S0885-2014(87)80012-6.
Minshew, N. J., Meyer, J., & Goldstein, G. (2002). Abstract reasoning in autism: A disassociation between concept formation and concept identification. Neuropsychology, 16, 327–334. https://doi.org/10.1037//0894-4105.16.3.327.
Molesworth, C. J., Bowler, D. M., & Hampton, J. A. (2005). The prototype effect in recognition memory: Intact in autism? Journal of Child Psychology and Psychiatry, 46, 661–672. https://doi.org/10.1111/j.1469-7610.2004.00383.x.
Molesworth, C. J., Bowler, D. M., & Hampton, J. A. (2008). When prototypes are not best: Judgments made by children with autism. Journal of Autism and Developmental Disorders, 38, 1721–1730. https://doi.org/10.1007/s10803-008-0557-7.
Naigles, L. R., Kelley, E., Troyb, E., & Fein, D. (2013). Residual difficulties with categorical induction in children with a history of autism. Journal of Autism and Developmental Disorders, 43, 2048–2061. https://doi.org/10.1007/s10803-012-1754-y.
Nelson, K. (1981). Social cognition in a script framework. In J. H. Flavell & L. Ross (Eds.), Social cognitive development: Frontiers and possible futures (pp. 97–118). Cambridge: Cambridge University Press.
Nelson, K. (1986). Event knowledge and cognitive development. In Event knowledge: Structure and function in development (pp. 1–19). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Posner, M., & Keele, S. W. (1968). On the genesis of abstract ideas. Journal of Experimental Psychology, 77, 353–363.
Quinn, P. C. (2002). Beyond prototypes: Asymmetries in infant categorization and what they teach us about the mechanisms guiding early knowledge acquisition. In R. V. Kail & H. W. Reese (Eds.), Advances in child development and behavior (pp. 161–193). San Diego, CA: Academic Press, Inc.
Ropar, D., & Peebles, D. (2007). Sorting preference in children with autism: The dominance of concrete features. Journal of Autism and Developmental Disorders, 37, 270–280. https://doi.org/10.1007/s10803-006-0166-2.
Rosch, E. (1978). Principles of categorization. In E. Rosch (Ed.), Cognition and categorization (pp. 27–48). Hillsdale, NJ: Erlbaum.
Rosch, E., Mervis, C. B., Gray, W. D., Johnson, D. M., & Boyes-Braem, P. (1976). Basic objects in natural categories. Cognitive Psychology, 8, 382–439.
Shulman, C., Yirmiya, N., & Greenbaum, C. W. (1995). From categorization to classification: A comparison among individuals with autism, mental retardation, and normal development. Journal of Abnormal Psychology, 104, 601–609.
Slackman, E. A., Hudson, J. A., & Fivush, R. (1986). Actions, actors, links, and goals: The structure of children’s event representations. In K. Nelson (Ed.), Event knowledge: Structure and function in development (pp. 47–69). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Soulières, I., Mottron, L., Giguère, G., & Larochelle, S. (2011). Category induction in autism: Slower, perhaps different, but certainly possible. The Quarterly Journal of Experimental Psychology, 64, 311–327. https://doi.org/10.1080/17470218.2010.492994.
Tager-Flusberg, H. (1985a). Basic level and superordinate level categorization by autistic, mentally retarded, and normal children. Journal of Experimental Child Psychology, 40, 450–469. https://doi.org/10.1016/0022-0965(85)90077-3.
Tager-Flusberg, H. (1985b). The conceptual basis for referential word meaning in children with autism. Child Development, 56, 1167–1178. https://doi.org/10.2307/1130231.
Trillingsgaard, A. (1999). The script model in relation to autism. European Child and Adolescent Psychiatry, 8, 45–49. https://doi.org/10.1007/s007870050082.
Ungerer, J. A., & Sigman, M. (1987). Categorization skills and receptive language development in autistic children. Journal of Autism and Developmental Disorders, 17, 3–16.
Vladusich, T., Olu-Lafe, O., Kim, D. S., Tager-Flusberg, H., & Grossberg, S. (2010). Prototypical category learning in high-functioning autism. Autism Research, 3, 226–236. https://doi.org/10.1002/aur.148.
Volden, J., & Johnston, J. (1999). Cognitive scripts in autistic children and adolescents. Journal of Autism and Developmental Disorders, 29, 203–211. https://doi.org/10.1023/A:1023028021580.
Younger, B. (1990). Infant categorization: Memory for category level and specific item information. Journal of Experimental Child Psychology, 50, 131–155.