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Observational Learning in Low-Functioning Children With Autism Spectrum Disorders: A Behavioral and Neuroimaging Study

机译：低功能儿童自闭症谱系障碍的观察性学习：行为和神经影像学研究

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New skills may be learned from the outcomes of their own internally generated actions (experiential learning) or from the observation of the consequences of externally generated actions (observational learning). Observational learning requires the coordination of cognitive functions and the processing of social information. Due to the “social” abilities underlying observational learning, the study of this process in individuals with limited social abilities such as those affected by Autism Spectrum Disorders (ASD) is worthy of being investigated. We asked a group of 16 low-functioning young children with ASD and group of 16 sex- and mental age-matched typically developing (TD) children to build a house with a set of bricks after a video-demonstration showing an actor who built the house (observational task – OBS task) and then to build by trial and error another house (experiential task – EXP task). For ASD group, performances in learning tasks were correlated with measures of cortical thickness of specific Regions of Interest (ROI) and volume of deep gray matter structures known to be related with such kinds of learning. According to our a priori hypothesis, for OBS task we selected the following ROI: frontal lobe (pars opercularis, pars triangularis, and premotor area), parietal lobe (inferior parietal gyrus), temporal lobe (superior temporal gyrus), cerebellar hemispheres. For EXP task, we selected the following ROI: precentral frontal gyrus and superior frontal gyrus, cerebellar hemispheres, basal ganglia, thalamus. Although performances of ASD and TD children improved in both OBS and EXP tasks, children with ASD obtained lower scores of goal achievement than TD children in both learning tasks. Only in ASD group, goal achievement scores positively correlated with hyperimitations indicating that children with ASD tended to have a “copy-all” approach that facilitated the goal achievement. Moreover, the marked hyperimitative tendencies of children with ASD were positively associated with the thickness of left pars opercularis, left premotor area, and right superior temporal gyrus, areas belonging to mirror neuron system, and with the volume of both cerebellar hemispheres. These findings suggest that in children with ASD the hyperimitation can represent a learning strategy that might be related to the mirror neuron system.
机译：新技能可以从他们自己内部产生的行为的结果中学习（体验式学习），也可以从对外部产生的行为的后果的观察中学习（观察性学习）。观察性学习需要认知功能的协调和社会信息的处理。由于观察学习具有“社交”能力，因此在社会能力有限的个人（如受自闭症谱系障碍（ASD）影响的人）中对这一过程的研究值得研究。我们要求一组16名低功能的ASD幼儿和一组16名性别和心理上与年龄相匹配的典型发育（TD）儿童在视频演示视频中显示出他们是用砖建造房屋的。房子（观测任务– OBS任务），然后通过反复试验来建造另一个房子（体验任务– EXP任务）。对于ASD组，学习任务的表现与特定兴趣区域（ROI）的皮层厚度和已知与此类学习有关的深灰质结构体积的测量值相关。根据我们的先验假设，对于OBS任务，我们选择以下ROI：额叶（pars opercularis，pars triangleis和premotor区域），顶叶（顶顶下回），颞叶（上颞回），小脑半球。对于EXP任务，我们选择以下ROI：中央前额回和上额额回，小脑半球，基底神经节，丘脑。尽管在OBS和EXP任务中ASD和TD儿童的表现均得到改善，但在两个学习任务中，ASD儿童的目标达成得分均低于TD儿童。仅在ASD组中，目标成就分数与过度模仿呈正相关，表明ASD儿童倾向于采用“全部复制”的方法来促进目标的实现。此外，患有自闭症的儿童明显的过动倾向与左眼睑厚度，左前运动区和右颞上回，镜神经系统区域以及小脑半球的体积呈正相关。这些发现表明，在患有自闭症的儿童中，过度模仿可以代表一种可能与镜像神经元系统有关的学习策略。

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