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Pelatihan dengan pengulangan benar-benar mencegah pembelajaran bagi mereka dengan autisme
Date:
October 5, 2015
Source:
Carnegie Mellon University
Summary:
Pelatihan individu orang-orang dengan gangguan spektrum autisme (ASD) untuk memperoleh informasi baru dengan mengulangi informasi sebenarnya merugikan kemampuan mereka untuk menerapkan pengetahuan belajar untuk situasi lain. Temuan ini, oleh tim peneliti internasional, menantang pendekatan pendidikan yang populer dirancang untuk individu ASD yang berfokus pada pengulangan dan latihan.
............ Misalnya, anak autis dapat diajarkan apa itu anjing adalah dengan menunjukkan mereka gambar anjing dan mengulangi kata "anjing" berulang-ulang. Tapi, ketika mereka kemudian diajarkan apa itu kucing atau bahkan menunjukkan jenis lain dari anjing, pengetahuan sebelumnya tidak mentransfer, dan mereka harus belajar informasi ini dari awal.
Sebuah studi baru yang diterbitkan dalam Nature Neuroscience menunjukkan bahwa pelatihan individu dengan ASD untuk memperoleh informasi baru dengan mengulangi informasi sebenarnya merugikan kemampuan mereka untuk menerapkan pengetahuan belajar untuk situasi lain. Temuan ini, oleh tim peneliti internasional, menantang pendekatan pendidikan yang populer dirancang untuk individu ASD yang berfokus pada pengulangan dan latihan.....more
Training by
repetition actually prevents learning for those with autism
Date:
October 5, 2015
Source:
Carnegie Mellon University
Summary:
Training individuals with those with autism spectrum disorders (ASD) to
acquire new information by repeating the information actually harms their
ability to apply that learned knowledge to other situations. This finding, by
an international research team, challenges the popular educational approaches
designed for ASD individuals that focus on repetition and drills.
.......................
Individuals with autism spectrum disorder (ASD) sometimes acquire a new
behavior or skill only in a specific context, but they have difficulty
transferring that learned skill or information to a new context.
For example, children with autism can be taught what a dog is by showing
them a picture of a dog and repeating the word "dog" over and over.
But, when they are then taught what a cat is or even shown another type of dog,
the previous knowledge does not transfer, and they have to learn this
information from scratch.
A new study published in Nature Neuroscience shows that
training individuals with ASD to acquire new information by repeating the
information actually harms their ability to apply that learned knowledge to
other situations. This finding, by an international research team, challenges
the popular educational approaches designed for ASD individuals that focus on
repetition and drills.
"There have been few systematic investigations into the fundamental
mechanisms by which information is acquired by ASD individuals -- and into the
potential reasons for their restricted, atypical learning," said Marlene
Behrmann, the Cowan Professor of Cognitive Neuroscience at Carnegie Mellon
University and a faculty member in the Center for the Neural Basis of Cognition
(CNBC). "This study begins to scratch the surface of the phenomenon."
Using a computer screen, high-functioning ASD adults and control
participants were trained to find the location of three diagonal bars
surrounded by horizontal lines. Both groups were asked to identify the diagonal
bars during eight daily practice sessions and their speed and accuracy were
measured. The bars stayed in the same location for the first four days and were
moved to a second location in the display for days five through eight.
"It was crucial to set up the experiment this way so that we could
initially observe the learning in the ASD individuals in a simple,
well-established task but then also document the difficulty in transferring the
knowledge as the experiment progressed," said Dov Sagi of the Weizmann
Institute of Science.
The results showed that for the first four days -- with the diagonal bars
in the first location -- learning was equivalent for the ASD and control
groups. However, once the location of the diagonal bars changed, there was a
substantial difference. The control group smoothly transitioned to learning the
new location and their performance continued to improve.
In contrast, the individuals with autism performed poorly when the target
location was changed and they were not able to improve their performance,
indicating that they received no benefit from initially learning the first
location. Even more interesting, they were never able to learn the second
location as well as the first, demonstrating an interference in learning that
may reflect the consequences of extensive repetition.
"It's like they showed 'hyperspecificity' of learning -- their
learning became fixed and inflexible -- since learning the first location
adversely influenced their ability to learn the second instance," said
Hila Harris, the study's lead author from the Weizmann Institute.
Next, the researchers looked for ways to circumvent the hyperspecificity.
With a new group of ASD adults and controls, they ran the exact same
experiment, but this time they occasionally inserted "dummy" screens
that did not contain any diagonal bars.
This time, when the location of the bars changed on the fifth day, the ASD
group efficiently learned the new location.
"Our conclusion is that breaks in repetition allow the visual system
some time to rest and allow autistic individuals to learn efficiently and to
then generalize," said New York University's David Heeger. "Repeated
stimulation leads to sensory adaptation which interferes with learning and
makes learning specific to the adapted conditions. Without adaptation, learning
is more efficient and can be generalized."
The research team believes that the findings have important implications
for educating individuals with autism.
"Individuals with autism need to be taught in ways that support or
promote generalization rather than in ways that reinforce over
specificity," said Nancy Minshew, professor of psychiatry and neurology at
the University of Pittsburgh and in the joint CMU-Pitt CNBC. "For example,
in the context of learning what a dog is, using a full range of examples of
dogs -- and even of animals, more generally -- incorporates variability from
the beginning and promotes learning a broad concept rather than a specific example."
Story Source:
The above post is reprinted from materials provided byCarnegie Mellon University. The original item was written by Shilo Rea. Note: Materials may
be edited for content and length.
Journal Reference:
1. Hila Harris, David Israeli, Nancy Minshew, Yoram Bonneh, David J Heeger,
Marlene Behrmann, Dov Sagi. Perceptual learning in autism: over-specificity
and possible remedies. Nature Neuroscience, 2015; DOI:10.1038/nn.4129