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)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 46-11 (November 2016) . - p.3570-3582 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 [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

Recognition memory and source memory in autism spectrum disorder: A study of the intention superiority and enactment effects / Catherine GRAINGER in Autism, 21-7 (October 2017)  

Public ISBD [article]  inAutism > 21-7 (October 2017) . - p.812-820 Titre : Recognition memory and source memory in autism spectrum disorder: A study of the intention superiority and enactment effects 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.812-820 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : It is well established that neurotypical individuals generally show better memory for actions they have performed than actions they have observed others perform or merely read about, a so-called ?enactment effect?. Strikingly, research has also shown that neurotypical individuals demonstrate superior memory for actions they intend to perform in the future (but have not yet performed), an effect commonly known as the ?intention superiority effect?. Although the enactment effect has been studied among people with autism spectrum disorder, this study is the first to investigate the intention superiority effect in this disorder. This is surprising given the potential importance this issue has for general theory development, as well as for clinical practice. As such, this study aimed to assess the intention superiority and enactment effects in 22 children with autism spectrum disorder, and 20 intelligence quotient/age-matched neurotypical children. The results showed that children with autism spectrum disorder demonstrated not only undiminished enactment effects in recognition and source memory, but also (surprisingly for some theories) typical intention superiority effects. The implications of these results for theory, as well as clinical practice, are discussed. En ligne : https://doi.org/10.1177/1362361316653364 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=318 [article] Recognition memory and source memory in autism spectrum disorder: A study of the intention superiority and enactment effects [Texte imprimé et/ou numérique] / Catherine GRAINGER, Auteur ; David M. WILLIAMS, Auteur ; Sophie E. LIND, Auteur . - p.812-820. Langues : Anglais (eng) in Autism > 21-7 (October 2017) . - p.812-820 Index. décimale : PER Périodiques Résumé : It is well established that neurotypical individuals generally show better memory for actions they have performed than actions they have observed others perform or merely read about, a so-called ?enactment effect?. Strikingly, research has also shown that neurotypical individuals demonstrate superior memory for actions they intend to perform in the future (but have not yet performed), an effect commonly known as the ?intention superiority effect?. Although the enactment effect has been studied among people with autism spectrum disorder, this study is the first to investigate the intention superiority effect in this disorder. This is surprising given the potential importance this issue has for general theory development, as well as for clinical practice. As such, this study aimed to assess the intention superiority and enactment effects in 22 children with autism spectrum disorder, and 20 intelligence quotient/age-matched neurotypical children. The results showed that children with autism spectrum disorder demonstrated not only undiminished enactment effects in recognition and source memory, but also (surprisingly for some theories) typical intention superiority effects. The implications of these results for theory, as well as clinical practice, are discussed. En ligne : https://doi.org/10.1177/1362361316653364 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=318

---

1 (1 - 2 / 2)