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Early learning in autism as an atypical balance between assimilation and accommodation processes
Journal article   Open access   Peer reviewed

Early learning in autism as an atypical balance between assimilation and accommodation processes

Giacomo Vivanti, Sally J. Rogers, Patrick Dwyer and Susan Rivera
Human development
09 Aug 2022
DOI: https://doi.org/10.1159/000526416
Featured in Collection :   UN Sustainable Development Goals @ Drexel
url
https://escholarship.org/uc/item/3rc2p3fnView
SubmittedOpen Access (License Unspecified),  Open

Abstract

Psychology Psychology, Developmental Social Sciences
Many children on the autism spectrum are capable of learning large amounts of material in specific areas - yet, they often show learning delays across multiple domains. Additionally, they typically show the ability and motivation to learn from practice and from the outcomes of their own actions while having difficulties learning from novel situations and from others' actions and communications. We propose that these and other phenomena reflect, in part, an atypical balance between cognitive assimilation and accommodation processes during early childhood. Adopting a constructivist perspective that connects Piaget's heuristics with experimental and clinical research in autism, we examine empirical supports as well as implications of this notion for autism research, advocacy, and intervention.

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11 Record Views
6 citations in Web of Science
7 citations in Scopus

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UN Sustainable Development Goals (SDGs)

This publication has contributed to the advancement of the following goals:

#3 Good Health and Well-Being

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Collaboration types
Domestic collaboration
Web of Science research areas
Psychology, Developmental
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