Children with a diagnosis of autism participated in a project comparing two methods of learning concepts
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- Classifying previously unseen items into categories
- Predicting missing features of the items. While classification of items is frequently used as a method for teaching concepts, feature prediction is rarely used. Both methods were successful in teaching the children the concepts.
While both learning tasks resulted in equally successful performance when classifying items during a final test phase, feature prediction learning resulted in better performance when predicting missing features of items.
Funding: Macquarie University New Staff Grant (MQNS - Macquarie University)