ArticlePsychological research2023
Learning and generalization of repetition-based rules in autism.
Article in Psychological research, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Association Between Autism-Related Symptoms and Mealtime Behavior Problems in Children With Autism Spectrum Disorders.Journal of autism and developmental disorders · 2026Article
- Optimizing functional connectivity scanning conditions for predicting autistic traits.medRxiv : the preprint server for health sciences · 2026Article
- Optimizing functional connectivity scanning conditions for predicting autistic traits.Nature. Mental health · 2026Article
- Neural entrainment to visual rules in infant and adult brain.Scientific reports · 2025Article
- Autism Data Classification Using AI Algorithms with Rules: Focused Review.Bioengineering (Basel, Switzerland) · 2025Review
- Autism spectrum disorder in ICD-11-a critical reflection of its possible impact on clinical practice and research.Molecular psychiatry · 2024Review
Corrections and comments
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Rule Learning (RL) allows us to extract and generalize high-order rules from a sequence of elements. Despite the critical role of RL in the acquisition of linguistic and social abilities, no study has investigated RL processes in Autism Spectrum Disorder (ASD). Here, we investigated RL in high-functioning autistic adolescents with ASD, examining whether their ability to extract and generalize rules from a sequence of visual elements is affected by the social vs. non-social nature of the stimulus and by visual working memory (WM). Using a forced-choice paradigm, ASD adolescents and typically developing (TD) peers were tested for their ability to detect and generalize high-order, repetition-based rules from visual sequences of simple non-social stimuli (shapes), complex non-social stimuli (inverted faces), and social stimuli (upright face). Both ASD and TD adolescents were able to generalize the rule they had learned to new stimuli, and their ability was modulated by the social nature of the stimuli and the complexity of the rule. Moreover, an association between RL and WM was found in the ASD, but not TD group, suggesting that ASD might have used additional or alternative strategies that relied on visual WM resources.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.