| Autor: |
Poli, Francesco, Koolen, Maran, Velázquez-Vargas, Carlos A., Ramos-Sanchez, Jessica, Meyer, Marlene, Mars, Rogier B., Rommelse, Nanda, Hunnius, Sabine |
| Předmět: |
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| Zdroj: |
PLoS Computational Biology; 10/31/2024, Vol. 20 Issue 10, p1-19, 19p |
| Abstrakt: |
Curiosity-driven exploration involves actively engaging with the environment to learn from it. Here, we hypothesize that the cognitive mechanisms underlying exploratory behavior may differ across individuals depending on personal characteristics such as autistic traits. In turn, this variability might influence successful exploration. To investigate this, we collected self- and other-reports of autistic traits from university students, and tested them in an exploration task in which participants could learn the hiding patterns of multiple characters. Participants' prediction errors and learning progress (i.e., the decrease in prediction error) on the task were tracked with a hierarchical delta-rule model. Crucially, participants could freely decide when to disengage from a character and what to explore next. We examined whether autistic traits modulated the relation of prediction errors and learning progress with exploration. We found that participants with lower scores on other-reports of insistence-on-sameness and general autistic traits were less persistent, primarily relying on learning progress during the initial stages of exploration. Conversely, participants with higher scores were more persistent and relied on learning progress in later phases of exploration, resulting in better performance in the task. This research advances our understanding of the interplay between autistic traits and exploration drives, emphasizing the importance of individual traits in learning processes and highlighting the need for personalized learning approaches. Author summary: Research has long recognized that individuals display curiosity and explore their environments in order to learn. It is suggested that personal characteristics, including autistic traits, might influence how one engages in such exploratory behaviors. In this study, participants with varying levels of autistic traits participated in a game of locating hidden characters. We aimed to understand their decision-making process: which character they decided to engage with and for how long. Remarkably, participants with stronger autistic traits exhibited distinct exploration patterns, and in scenarios requiring persistence, their approach was particularly effective. This research underscores the importance of recognizing that individuals, especially those with autistic traits, may possess unique strategies for exploration and learning. This realization can guide educators and policy-makers in crafting more tailored learning environments. Furthermore, it emphasizes that the presence of autistic traits can be associated with specific strengths, reshaping our understanding and appreciation of neurodiversity. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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