Hostname: page-component-78c5997874-94fs2 Total loading time: 0 Render date: 2024-11-19T22:22:24.338Z Has data issue: false hasContentIssue false
  • English
  • Français

Evidence for a deficit in procedural learning in children and adolescents with autism: Implications for cerebellar contribution

Published online by Cambridge University Press:  15 December 2000

STEWART H. MOSTOFSKY ,
MELISSA C. GOLDBERG ,
REBECCA J. LANDA  and
MARTHA B. DENCKLA
STEWART H. MOSTOFSKY
Affiliation:
Kennedy Krieger Institute, Baltimore, Maryland Department of Neurology, Johns Hopkins University School of Medicine, Baltimore, Maryland
MELISSA C. GOLDBERG
Affiliation:
Department of Psychiatry, Johns Hopkins University School of Medicine, Baltimore, Maryland
REBECCA J. LANDA
Affiliation:
Kennedy Krieger Institute, Baltimore, Maryland Department of Psychiatry, Johns Hopkins University School of Medicine, Baltimore, Maryland
MARTHA B. DENCKLA
Affiliation:
Kennedy Krieger Institute, Baltimore, Maryland Department of Neurology, Johns Hopkins University School of Medicine, Baltimore, Maryland Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, Maryland Department of Psychiatry, Johns Hopkins University School of Medicine, Baltimore, Maryland
Get access Rights & Permissions [Opens in a new window]

Abstract

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.)

Keywords

AutismProcedural learningMotor learningTimingCerebellumCognition
Type
Research Article
Information
Journal of the International Neuropsychological Society , Volume 6 , Issue 7 , November 2000 , pp. 752 - 759
Copyright
© 2000 The International Neuropsychological Society

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)