Implicit Global-Local Learning in Young People With and Without Autism

= 22), by using a global-local version of the artificial grammar learning (AGL) task. Overall AGL performance and explicit knowledge yielded only a trend toward an interaction suggesting a greater global processing advantage in TD participants compared with that in participants with autism but no conclusive evidence. The above interaction was further observed in terms of implicit knowledge, with TD participants demonstrating higher levels of implicit structural knowledge than individuals with autism during global processing. Implicit knowledge between group differences during local processing remains weak/inconclusive. Overall, our findings suggest interesting potential processing differences in the implicit learning between individuals with and without autism.