De Felice, S;
Hatilova, A;
Trojan, F;
Tsui, I;
Hamilton, Antonia F de C;
(2023)
Autistic adults benefit from and enjoy learning via social interaction as much as neurotypical adults do.
Molecular Autism
, 14
, Article 33. 10.1186/s13229-023-00561-6.
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Abstract
Background: Autistic people show poor processing of social signals (i.e. about the social world). But how do they learn via social interaction? // Methods: 68 neurotypical adults and 60 autistic adults learned about obscure items (e.g. exotic animals) over Zoom (i) in a live video-call with the teacher, (ii) from a recorded learner-teacher interaction video and (iii) from a recorded teacher-alone video. Data were analysed via analysis of variance and multi-level regression models. // Results: Live teaching provided the most optimal learning condition, with no difference between groups. Enjoyment was the strongest predictor of learning: both groups enjoyed the live interaction significantly more than other condition and reported similar anxiety levels across conditions. // Limitations: Some of the autistic participants were self-diagnosed—however, further analysis where these participants were excluded showed the same results. Recruiting participants over online platforms may have introduced bias in our sample. Future work should investigate learning in social contexts via diverse sources (e.g. schools). // Conclusions: These findings advocate for a distinction between learning about the social versus learning via the social: cognitive models of autism should be revisited to consider social interaction not just as a puzzle to decode but rather a medium through which people, including neuro-diverse groups, learn about the world around them. // Trial registration: Part of this work has been pre-registered before data collection https://doi.org/10.17605/OSF.IO/5PGA3
| Type: | Article |
|---|---|
| Title: | Autistic adults benefit from and enjoy learning via social interaction as much as neurotypical adults do |
| Location: | England |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1186/s13229-023-00561-6 |
| Publisher version: | https://doi.org/10.1186/s13229-023-00561-6 |
| Language: | English |
| Additional information: | Copyright © The Author(s) 2023. Open Access. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver (http://creativeco mmons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data. |
| Keywords: | Social learning, Social cognition, Social interaction, Autism, Online education |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Institute of Cognitive Neuroscience |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10177095 |
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