Psychological Development and Education ›› 2025, Vol. 41 ›› Issue (6): 761-769.doi: 10.16187/j.cnki.issn1001-4918.2025.06.01

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A Comparative Study on Implicit Learning of Objects’ Contextual Cueing between Children with Autism Spectrum Disorder and Typically Developing Children

XIE Yu1, HE Huizhong2, WANG Lei3, DAI Weixi4   

  1. 1. Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou 311121;
    2. Faculty of Education, Beijing Normal University, Beijing 100875;
    3. College of Special Education, Nanjing Normal University of Special Education, Nanjing 210000;
    4. Shanghai Experimental School East Campus, Shanghai 200125
  • Published:2025-11-05

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Abstract: Using the contextual cueing task paradigm combined with colorful object pictures, two experiments were conducted to explore the differences in implicit learning of spatial cues and identity cues between children with autism spectrum disorder (ASD)and typically developing (TD) children. The results found that under the condition of only presenting identity cues, children with autism and TD children can implicitly learn identity cues. Both groups of children implicitly learned two types of contextual cueing when identity cues and spatial cues were presented simultaneously. In the two experiments, autistic children require more time for implicit learning. These results shown that autistic children have the ability to implicitly learn the correlations embedded between items in life scenes, providing evidence for formulating intervention plan.

Key words: autism spectrum disorder, children, implicit learning, spatial cues, identity cues

CLC Number: 

  • B844
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