Autism-associated learning patterns show reduced credit assignment to outcome-irrelevant features.
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| Title: | Autism-associated learning patterns show reduced credit assignment to outcome-irrelevant features. |
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| Authors: | Ben-Artzi I; School of Psychological Sciences, Tel Aviv University, Tel Aviv, Israel. idobenartzi@mail.tau.ac.il.; Sagol School of Neuroscience, Tel Aviv University, Tel Aviv, Israel. idobenartzi@mail.tau.ac.il., Rozenkrantz L; Azrieli Faculty of Medicine, Bar-Ilan University, Safed, Israel.; The Gonda Multidisciplinary Brain Research Center, Bar Ilan University, Ramat Gan, Israel., Shahar N; School of Psychological Sciences, Tel Aviv University, Tel Aviv, Israel.; Sagol School of Neuroscience, Tel Aviv University, Tel Aviv, Israel. |
| Source: | Translational psychiatry [Transl Psychiatry] 2026 Apr 02; Vol. 16 (1). Date of Electronic Publication: 2026 Apr 02. |
| Publication Type: | Journal Article |
| Journal Info: | Publisher: Nature Pub. Group Country of Publication: United States NLM ID: 101562664 Publication Model: Electronic Cited Medium: Internet ISSN: 2158-3188 (Electronic) Linking ISSN: 21583188 NLM ISO Abbreviation: Transl Psychiatry Subsets: MEDLINE |
| Database: | MEDLINE Ultimate |
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| ISSN: | 2158-3188 |
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| DOI: | 10.1038/s41398-026-04000-x |
