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Reality Monitoring and Metamemory in Adults with Autism Spectrum Conditions / Rose A. COOPER in Journal of Autism and Developmental Disorders, 46-6 (June 2016)
[article]
Titre : Reality Monitoring and Metamemory in Adults with Autism Spectrum Conditions Type de document : Texte imprimé et/ou numérique Auteurs : Rose A. COOPER, Auteur ; Kate C. PLAISTED-GRANT, Auteur ; Simon BARON-COHEN, Auteur ; Jon S. SIMONS, Auteur Article en page(s) : p.2186-2198 Langues : Anglais (eng) Mots-clés : Autism Episodic memory Reality monitoring Metacognition Metamemory Index. décimale : PER Périodiques Résumé : Studies of reality monitoring (RM) often implicate medial prefrontal cortex (mPFC) in distinguishing internal and external information, a region linked to autism-related deficits in social and self-referential information processing, executive function, and memory. This study used two RM conditions (self-other; perceived-imagined) to investigate RM and metamemory in adults with autism. The autism group showed a deficit in RM, which did not differ across source conditions, and both groups exhibited a self-encoding benefit on recognition and source memory. Metamemory for perceived-imagined information, but not for self-other information, was significantly lower in the autism group. Therefore, reality monitoring and metamemory, sensitive to mPFC function, appear impaired in autism, highlighting a difficulty in remembering and monitoring internal and external details of past events. En ligne : http://dx.doi.org/10.1007/s10803-016-2749-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289
in Journal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2186-2198[article] Reality Monitoring and Metamemory in Adults with Autism Spectrum Conditions [Texte imprimé et/ou numérique] / Rose A. COOPER, Auteur ; Kate C. PLAISTED-GRANT, Auteur ; Simon BARON-COHEN, Auteur ; Jon S. SIMONS, Auteur . - p.2186-2198.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-6 (June 2016) . - p.2186-2198
Mots-clés : Autism Episodic memory Reality monitoring Metacognition Metamemory Index. décimale : PER Périodiques Résumé : Studies of reality monitoring (RM) often implicate medial prefrontal cortex (mPFC) in distinguishing internal and external information, a region linked to autism-related deficits in social and self-referential information processing, executive function, and memory. This study used two RM conditions (self-other; perceived-imagined) to investigate RM and metamemory in adults with autism. The autism group showed a deficit in RM, which did not differ across source conditions, and both groups exhibited a self-encoding benefit on recognition and source memory. Metamemory for perceived-imagined information, but not for self-other information, was significantly lower in the autism group. Therefore, reality monitoring and metamemory, sensitive to mPFC function, appear impaired in autism, highlighting a difficulty in remembering and monitoring internal and external details of past events. En ligne : http://dx.doi.org/10.1007/s10803-016-2749-x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289 Judgment of Learning Accuracy in High-functioning Adolescents and Adults with Autism Spectrum Disorder / Catherine GRAINGER in Journal of Autism and Developmental Disorders, 46-11 (November 2016)
[article]
Titre : Judgment of Learning Accuracy in High-functioning Adolescents and Adults with Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Catherine GRAINGER, Auteur ; David M. WILLIAMS, Auteur ; Sophie E. LIND, Auteur Article en page(s) : p.3570-3582 Langues : Anglais (eng) Mots-clés : Autism Memory Metacognition Metamemory Judgment of learning Theory of mind Mindreading Index. décimale : PER Périodiques Résumé : This study explored whether adults and adolescents with autism spectrum disorder (ASD) demonstrate difficulties making metacognitive judgments, specifically judgments of learning. Across two experiments, the study examined whether individuals with ASD could accurately judge whether they had learnt a piece of information (in this case word pairs). In Experiment 1, adults with ASD demonstrated typical accuracy on a standard ‘cue-alone’ judgment of learning (JOL) task, compared to age- and IQ-matched neurotypical adults. Additionally, in Experiment 2, adolescents with ASD demonstrated typical accuracy on both a standard ‘cue-alone’ JOL task, and a ‘cue-target’ JOL task. These results suggest that JOL accuracy is unimpaired in ASD. These results have important implications for both theories of metacognition in ASD and educational practise. En ligne : http://dx.doi.org/10.1007/s10803-016-2895-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294
in Journal of Autism and Developmental Disorders > 46-11 (November 2016) . - p.3570-3582[article] Judgment of Learning Accuracy in High-functioning Adolescents and Adults with Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Catherine GRAINGER, Auteur ; David M. WILLIAMS, Auteur ; Sophie E. LIND, Auteur . - p.3570-3582.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 46-11 (November 2016) . - p.3570-3582
Mots-clés : Autism Memory Metacognition Metamemory Judgment of learning Theory of mind Mindreading Index. décimale : PER Périodiques Résumé : This study explored whether adults and adolescents with autism spectrum disorder (ASD) demonstrate difficulties making metacognitive judgments, specifically judgments of learning. Across two experiments, the study examined whether individuals with ASD could accurately judge whether they had learnt a piece of information (in this case word pairs). In Experiment 1, adults with ASD demonstrated typical accuracy on a standard ‘cue-alone’ judgment of learning (JOL) task, compared to age- and IQ-matched neurotypical adults. Additionally, in Experiment 2, adolescents with ASD demonstrated typical accuracy on both a standard ‘cue-alone’ JOL task, and a ‘cue-target’ JOL task. These results suggest that JOL accuracy is unimpaired in ASD. These results have important implications for both theories of metacognition in ASD and educational practise. En ligne : http://dx.doi.org/10.1007/s10803-016-2895-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=294 Metacognitive judgments-of-learning in adolescents with autism spectrum disorder / Dominika Z. WOJCIK in Autism, 18-4 (May 2014)
[article]
Titre : Metacognitive judgments-of-learning in adolescents with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Dominika Z. WOJCIK, Auteur ; Amanda H. WATERMAN, Auteur ; Claire LESTIE, Auteur ; Chris J.A. MOULIN, Auteur ; Celine SOUCHAY, Auteur Article en page(s) : p.393-408 Langues : Anglais (eng) Mots-clés : autism judgment-of-learning memory metamemory Index. décimale : PER Périodiques Résumé : This study investigated metacognitive monitoring abilities in adolescents with autism spectrum disorder in two experiments using the judgment-of-learning paradigm. Participants were asked to predict their future recall of unrelated word pairs during the learning phase. Experiment 1 compared judgments-of-learning made immediately after learning and judgments-of-learning made after a delay. We found that both groups overestimated their memory performance but that overall there were no group differences in judgment-of-learning accuracy. Additionally, both groups displayed the standard delayed judgment-of-learning effect (yielding greater judgment accuracy in delayed compared to immediate judgments), suggesting that both groups were able to use appropriate information in making their judgments-of-learning. Experiment 2 assessed whether adolescents with autism spectrum disorder could regulate their study time according to their judgments-of-learning using a self-paced learning procedure. Results showed that both groups spent more time learning items given lower judgments-of-learning. Finally, Experiment 2 showed that judgments-of-learning and study time varied according to item difficulty in both groups. As a whole, these findings demonstrate that adolescents with autism spectrum disorder can accurately gauge their memory performance while learning new word associations and use these skills to control their study time at learning. En ligne : http://dx.doi.org/10.1177/1362361313479453 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232
in Autism > 18-4 (May 2014) . - p.393-408[article] Metacognitive judgments-of-learning in adolescents with autism spectrum disorder [Texte imprimé et/ou numérique] / Dominika Z. WOJCIK, Auteur ; Amanda H. WATERMAN, Auteur ; Claire LESTIE, Auteur ; Chris J.A. MOULIN, Auteur ; Celine SOUCHAY, Auteur . - p.393-408.
Langues : Anglais (eng)
in Autism > 18-4 (May 2014) . - p.393-408
Mots-clés : autism judgment-of-learning memory metamemory Index. décimale : PER Périodiques Résumé : This study investigated metacognitive monitoring abilities in adolescents with autism spectrum disorder in two experiments using the judgment-of-learning paradigm. Participants were asked to predict their future recall of unrelated word pairs during the learning phase. Experiment 1 compared judgments-of-learning made immediately after learning and judgments-of-learning made after a delay. We found that both groups overestimated their memory performance but that overall there were no group differences in judgment-of-learning accuracy. Additionally, both groups displayed the standard delayed judgment-of-learning effect (yielding greater judgment accuracy in delayed compared to immediate judgments), suggesting that both groups were able to use appropriate information in making their judgments-of-learning. Experiment 2 assessed whether adolescents with autism spectrum disorder could regulate their study time according to their judgments-of-learning using a self-paced learning procedure. Results showed that both groups spent more time learning items given lower judgments-of-learning. Finally, Experiment 2 showed that judgments-of-learning and study time varied according to item difficulty in both groups. As a whole, these findings demonstrate that adolescents with autism spectrum disorder can accurately gauge their memory performance while learning new word associations and use these skills to control their study time at learning. En ligne : http://dx.doi.org/10.1177/1362361313479453 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=232 Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study / K. MARAS in Autism, 23-1 (January 2019)
[article]
Titre : Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study Type de document : Texte imprimé et/ou numérique Auteurs : K. MARAS, Auteur ; T. GAMBLE, Auteur ; Mark BROSNAN, Auteur Article en page(s) : p.60-70 Langues : Anglais (eng) Mots-clés : autism spectrum disorder education learning mathematics metacognition elementary-school-children self-regulation academic-achievement metamemory students interrelations interventions metaanalysis adolescents knowledge Psychology Index. décimale : PER Périodiques Résumé : Previous research suggests impaired metacognitive monitoring and mathematics under-achievement in autism spectrum disorder. Within educational settings, metacognitive monitoring is supported through the provision of feedback (e.g. with goal reminders and by explicitly correcting errors). Given the strength of the relationship between metacognition, learning and educational attainment, this research tested new computer-based metacognitive support (the 'Maths Challenge') for mathematics learners with autism spectrum disorder within the context of their classroom. The Maths Challenge required learners to engage in metacognitive monitoring before and after answering each question (e.g. intentions and judgements of accuracy) and negotiate with the system the level of difficulty. Forty secondary school children with autism spectrum disorder and 95 typically developing learners completed the Maths Challenge in either a Feedback condition, with metacognitive monitoring support regarding the accuracy of their answers, goal reminders and strategy support, or with No Feedback. Contrary to previous findings, learners with autism showed an undiminished ability to detect errors. They did, however, demonstrate reduced cohesion between their pre- and post-test intentions. Crucially, support from the Feedback condition significantly improved task performance for both groups. Findings highlight important implications for educational interventions regarding the provision of metacognitive support for learners with autism to ameliorate under-performance in mathematics within the classroom. En ligne : http://dx.doi.org/10.1177/1362361317722028 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379
in Autism > 23-1 (January 2019) . - p.60-70[article] Supporting metacognitive monitoring in mathematics learning for young people with autism spectrum disorder: A classroom-based study [Texte imprimé et/ou numérique] / K. MARAS, Auteur ; T. GAMBLE, Auteur ; Mark BROSNAN, Auteur . - p.60-70.
Langues : Anglais (eng)
in Autism > 23-1 (January 2019) . - p.60-70
Mots-clés : autism spectrum disorder education learning mathematics metacognition elementary-school-children self-regulation academic-achievement metamemory students interrelations interventions metaanalysis adolescents knowledge Psychology Index. décimale : PER Périodiques Résumé : Previous research suggests impaired metacognitive monitoring and mathematics under-achievement in autism spectrum disorder. Within educational settings, metacognitive monitoring is supported through the provision of feedback (e.g. with goal reminders and by explicitly correcting errors). Given the strength of the relationship between metacognition, learning and educational attainment, this research tested new computer-based metacognitive support (the 'Maths Challenge') for mathematics learners with autism spectrum disorder within the context of their classroom. The Maths Challenge required learners to engage in metacognitive monitoring before and after answering each question (e.g. intentions and judgements of accuracy) and negotiate with the system the level of difficulty. Forty secondary school children with autism spectrum disorder and 95 typically developing learners completed the Maths Challenge in either a Feedback condition, with metacognitive monitoring support regarding the accuracy of their answers, goal reminders and strategy support, or with No Feedback. Contrary to previous findings, learners with autism showed an undiminished ability to detect errors. They did, however, demonstrate reduced cohesion between their pre- and post-test intentions. Crucially, support from the Feedback condition significantly improved task performance for both groups. Findings highlight important implications for educational interventions regarding the provision of metacognitive support for learners with autism to ameliorate under-performance in mathematics within the classroom. En ligne : http://dx.doi.org/10.1177/1362361317722028 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=379