Autobiographical memory and social skills of men and women

Pohl, Rüdiger; Bender, Michael; Lachmann, Gregor

doi:10.1002/acp.1104

Cited by 77 publications

(62 citation statements)

References 43 publications

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“…Although ASD has a gender ratio of approximately 4:1 (males: females), with ratios of around 6:1 reported for higher functioning samples (Fombonne, 1999), the samples in the current series of studies comprised an equal number of males and females. As gender differences have previously been reported on autobiographical memory tasks (e.g., Goddard, Dritschel, & Burton, 1998;Pohl, Bender, & Lachmann, 2005), the current study investigated the role of gender on autobiographical memory retrieval in ASD. However, there were no significant effects of gender on any of the variables in and 2) were designed for a student sample, the list of goal cues was adapted and extended for the current study, to incorporate a wider range of cues.…”

Section: Discussionmentioning

confidence: 99%

Specific and general autobiographical knowledge in adults with autism spectrum disorders: The role of personal goals

Crane

Goddard

Pring

2009

Memory

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Running Head: Autobiographical memory in autism 2 Autobiographical knowledge is stored hierarchically, at both specific and general levels of representation. It has also been proposed that the self is the structure around which autobiographical memories are organised. The current series of studies assessed whether the autobiographical memory difficulties observed in adults with autism spectrum disorders (ASD) could be due to problems in using the self as an effective memory cue. A series of cueing paradigms were used to assess the accessibility of both specific and general autobiographical knowledge relating to (i) currently pursued goals (either high or low in self-concordance) and (ii) goals that participants were not currently pursuing. Results demonstrated that whilst eventspecific knowledge was impaired in the ASD group, general event knowledge appeared relatively intact. Moreover, whilst both event-specific and general event knowledge were organised around goals of the self in control participants, a corresponding relationship was only observed for general event knowledge in the ASD group.

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Section: Discussionmentioning

confidence: 99%

Specific and general autobiographical knowledge in adults with autism spectrum disorders: The role of personal goals

Crane

Goddard

Pring

2009

Memory

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“…H2 Females will achieve higher performance than males in narrative recall and emotional understanding. Previous research has shown that females tend to tell more accurate (Pohl et al, 2005) and detailed (Ross and Holmberg, 1992) narratives, while accounting for the emotions of the narrative characters more often (Buckner and Fivush, 1998;John et al, 2003). Additionally, several authors found that females scored higher in emotional intelligence tests (Collis, 1996;Petrides and Furnham, 2000).…”

Section: Rq1 How Does Interaction Context Impact Children's Informatimentioning

confidence: 99%

“…Yet, Maccoby and Jacklin (1974) concluded that "the two genders show a remarkable degree of similarity in the basic intellectual processes of perception, learning, and memory. " Additionally, females tend to generate more accurate (Pohl et al, 2005), detailed (Ross and Holmberg, 1992), and exhaustive narratives that take social context and emotions into account (Buckner and Fivush, 1998;John et al, 2003). Females are also generally thought to be more emotive both verbally (Smedler and Törestad, 1996) and non-verbally (Briton and Hall, 1995).…”

Section: Individual Differences In Narrative Recall and Understandingmentioning

confidence: 99%

Narratives with Robots: The Impact of Interaction Context and Individual Differences on Story Recall and Emotional Understanding

Leite

McCoy²,

Lohani

et al. 2017

Front. Robot. AI

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Role-play scenarios have been considered a successful learning space for children to develop their social and emotional abilities. In this paper, we investigate whether socially assistive robots in role-playing settings are as effective with small groups of children as they are with a single child and whether individual factors such as gender, grade level (first vs. second), perception of the robots (peer vs. adult), and empathy level (low vs. high) play a role in these two interaction contexts. We conducted a three-week repeated exposure experiment where 40 children interacted with socially assistive robotic characters that acted out interactive stories around words that contribute to expanding children's emotional vocabulary. Our results showed that although participants who interacted alone with the robots recalled the stories better than participants in the group condition, no significant differences were found in children's emotional interpretation of the narratives. With regard to individual differences, we found that a single child setting appeared more appropriate to first graders than a group setting, empathy level is an important predictor for emotional understanding of the narratives, and children's performance varies depending on their perception of the robots (peer vs. adult) in the two conditions.

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“…This was to assess the role of gender on autobiographical memory and related variables in adults with ASD, in view of gender differences being previously reported on autobiographical memory tasks (e.g., Goddard et al, 1998;Pohl et al, 2005) and in depression (Piccinelli and Wilkinson, 2000). However, the current study found no significant effects of gender on any of the variables in the current study (except depressed mood, as outlined in the results section), in either the ASD or comparison group (p values ranged between .20 and .81; ηp 2 values ranged between .009…”

mentioning

confidence: 99%

Autobiographical memory in adults with autism spectrum disorder: The role of depressed mood, rumination, working memory and theory of mind

Crane

Goddard

Pring

2011

Autism

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Autobiographical memory difficulties have been widely reported in adults with autism spectrum disorder (ASD). The aim of the current study was to explore the potential correlates of autobiographical memory performance (including depressed mood, rumination, working memory and theory of mind) in adults with ASD, relative to a group of typical adults matched for age, gender and IQ. Results demonstrated that the adults with ASD reported higher levels of depressed mood and rumination than the typical adults, and also received lower scores on measures of theory of mind and working memory. Correlational analysis suggested that theory of mind and working memory were associated with autobiographical memory performance in the adults with ASD, but no significant relationships were observed between autobiographical memory, depressed mood and rumination in this group. To explore these patterns further, two cases of adults with a dual diagnosis of ASD and depression are discussed. These participants present a profile in line with the idea that depressed mood and rumination do not have the same influence on autobiographical memory in adults with ASD as they do in typical adults.

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Autobiographical memory and social skills of men and women

Cited by 77 publications

References 43 publications

Specific and general autobiographical knowledge in adults with autism spectrum disorders: The role of personal goals

Specific and general autobiographical knowledge in adults with autism spectrum disorders: The role of personal goals

Narratives with Robots: The Impact of Interaction Context and Individual Differences on Story Recall and Emotional Understanding

Autobiographical memory in adults with autism spectrum disorder: The role of depressed mood, rumination, working memory and theory of mind

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