Learning new relational categories by children with autism spectrum disorders, children with typical development and children with intellectual disabilities: effects of comparison and familiarity on systematicity.

Systematicity principle was evident mostly in the selection of relational choices by children with TD and IDD when the illustrations were known or partially known. Hence, even when an opportunity to compare and to use previously known information was available, structure mapping processes and systematicity were implemented to align information among children TD and IDD but failed to assist the learning of new relational categories among children with ASD.