Early Learning in Autism as an Atypical Balance between Assimilation and Accommodation Processes

Bibliographic Data

ID20293513
AuthorsGiacomo Vivanti (0000-0002-4034-9157, Drexel University), Stacy J Rogers (0000-0003-0755-2900, University of California, Davis), Patrick Dwyer (0000-0003-1779-5252, University of California, Davis), Susan M Rivera (0000-0002-4870-4774, University of California, Davis)
Year2022
Volume66
Issue4-5
Pages343-359
Publication date2022-01-01
Open AccessYes
TypeARTICLE
VenueHuman Development (JOURNAL)
Journal identifiersISSN: 0018-716X • E-ISSN: 1423-0054
PublisherS. Karger AG (PUBLISHER • CH)
DOI10.1159/000526416
OpenAlexW4292427205
LanguageEN
Citations received2
References cited103

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

Accommodation · Autism · Autism spectrum disorder · Balance (ability) · Cognition · Cognitive psychology · Cognitive science · Developmental psychology · Heuristics · Intervention (counseling) · Perspective (graphical) · Autism Spectrum Disorder Research · Behavioral and Psychological Studies · Computer Science · Family and Disability Support Research · Psychology

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