Implicit Learning in Neurotypical and Autism Spectrum Children

The present thesis, entitled “Implicit Learning in Neurotypical and Autism Spectrum Children”, proposes to present and explore several articles that analyze implicit learning mechanisms. The paper’s main goal is not to answer questions – although it might answer those of a simpler nature -, but to ask them: how is implicit learning linked to autism? Why do some implicit processes seem affected by ASD whilst others seem untouched? How well do institutions deal with atypical learning profiles? Of course, it is a wide area of study, and the need for further evidence in the field is unquestionable, but this dissertation is a first attempt at understanding the part implicit learning plays in the atypicality of autistic cognition. Initially, given that one can not understand differences in autistic cognition without first comprehending typical cognition, the relevant frameworks for implicit mechanisms will be discussed. These are the statistical and rule learning frameworks. Once the definitions and results of typical development research are well-established, then autism spectrum disorder will become the focus of the text. The diagnosis criteria for the disorder, as postulated by the DSM-5, will be brought to light. Then, when a more concrete depiction of the disorder has been built, implicit learning will be revisited – only now in connection with autistic cognition. Finally, given that the institutional body shares great responsibility in the management of autism, some educational interventions will be discussed. The last chapter of the dissertation consists of a conclusion that will review the most relevant findings, with a particular interest in pointing out gaps that are still present in the area of research.