Brief Report: Memory for Self-Performed Actions in Adults with Autism Spectrum Disorder: Why Does Memory of Self Decline in ASD?

Yamamoto, Kenta; Masumoto, Kouhei

doi:10.1007/s10803-018-3559-0

Cited by 15 publications

(18 citation statements)

References 46 publications

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“…Critically, autistic individuals can utilise the relations among items and produce narratives of a similar quality to TD individuals when the task is structured in a manner that enables the person to organise their responses (e.g., Bowler et al, 1997Bowler et al, , 2000Bowler et al, , 2008Hermelin & O'Connor, 1970;Losh & Gordon, 2014;Tager-Flusberg, 1991). For example, when test procedures involve cued and directed recall or recognition retrieval questioning techniques, autistic individuals' performance is often equivalent to that of TD comparison participants (e.g., Bennetto et al, 1996;Bowler et al, 1997Bowler et al, , 2004Bowler et al, , 2008Bowler, Gaigg, & Gardiner, 2015;Hare, Mellor, & Azmi, 2007;Zalla et al, 2010;Maras & Bowler, 2011;Maras et al, 2012Maras et al, , 2013Yamamoto & Masumoto, 2018). This pattern of memory performance in ASD suggests that difficulties arising during spontaneous memory retrieval can be compensated through appropriate scaffolds, which has led to the formulation of the Task Support Hypothesis (Bowler et al, 1997, positing that memory performance in ASD is enhanced on tasks that provide more support for the to-be-remembered material at test.…”

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confidence: 99%

“…For example, when test procedures involve cued and directed recall or recognition retrieval questioning techniques, autistic individuals’ performance is often equivalent to that of TD comparison participants (e.g. Bennetto et al, 1996 ; Bowler et al, 1997 , 2004 , 2008 , 2015 ; Hare et al, 2007 ; Maras & Bowler, 2011 ; Maras et al, 2012 , 2013 ; Yamamoto & Masumoto, 2018 ; Zalla et al, 2010 ). This pattern of memory performance in ASD suggests that difficulties arising during spontaneous memory retrieval can be compensated through appropriate scaffolds, which has led to the formulation of the Task Support Hypothesis ( Bowler et al, 1997 , 2004 ), positing that memory performance in ASD is enhanced on tasks that provide more support for the to-be-remembered material at test.…”

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confidence: 99%

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The Witness-Aimed First Account (WAFA): A new technique for interviewing autistic witnesses and victims

Maras

Dando

Stephenson

et al. 2020

Autism

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Autistic people experience social communication difficulties alongside specific memory difficulties than impact their ability to recall episodic events. Police interviewing techniques do not take account of these differences, and so are often ineffective. Here we introduce a novel Witness-Aimed First Account interview technique, designed to better support autistic witnesses by diminishing socio-cognitive and executive demands through encouraging participants to generate and direct their own discrete, parameter-bound event topics, before freely recalling information within each parameter-bound topic. Since witnessed events are rarely cohesive stories with a logical chain of events, we also explored witnesses’ recall when the narrative structure of the to-be-remembered event was lost. Thirty-three autistic and 30 typically developing participants were interviewed about their memory for two videos depicting criminal events. Clip segments of one video were ‘scrambled’, disrupting the event’s narrative structure; the other video was watched intact. Although both autistic and typically developing witnesses recalled fewer details with less accuracy from the scrambled video, Witness-Aimed First Account interviews resulted in more detailed and accurate recall from autistic and typically developing witnesses, for both scrambled and unscrambled videos. The Witness-Aimed First Account technique may be a useful tool to improve autistic and typically developing witnesses’ accounts within a legally appropriate, non-leading framework. Lay abstract Autistic people may be more likely to be interviewed by police as a victim/witness, yet they experience social communication difficulties alongside specific memory difficulties that can impact their ability to recall information from memory. Police interviewing techniques do not take account of these differences, and so are often ineffective. We developed a new technique for interviewing autistic witnesses, referred to a Witness-Aimed First Account, which was designed to better support differences in the way that autistic witnesses process information in memory. The Witness-Aimed First Account technique encourages witnesses to first segment the witnessed event into discrete, parameter-bound event topics, which are then displayed on post-it notes while the witness goes onto freely recall as much information as they can from within each parameter-bound topic in turn. Since witnessed events are rarely cohesive stories with a logical chain of events, we also explored autistic and non-autistic witnesses’ recall when the events were witnessed in a random (nonsensical) order. Thirty-three autistic and 30 typically developing participants were interviewed about their memory for two videos depicting criminal events. Clip segments of one video were ‘scrambled’, disrupting the event’s narrative structure; the other video was watched intact. Although both autistic and non-autistic witnesses recalled fewer details with less accuracy from the scrambled video, Witness-Aimed First Account interviews resulted in more detailed and accurate recall from both autistic and non-autistic witnesses, for both scrambled and unscrambled videos. The Witness-Aimed First Account technique may be a useful tool to improve witnesses’ accounts within a legally appropriate, non-leading framework.

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confidence: 99%

mentioning

confidence: 99%

The Witness-Aimed First Account (WAFA): A new technique for interviewing autistic witnesses and victims

Maras

Dando

Stephenson

et al. 2020

Autism

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“…O’Shea and colleagues [ 28 ] found that recall accuracy was lower in ASD only for free recall, but not for cued recall. Yamamoto and Masumoto [ 29 ] also found decreased free recall accuracy in ASD.…”

Section: Resultsmentioning

confidence: 99%

“…SM accuracy was measured in 14 studies either as the number of sources correctly identified, in proportion to the total number of items presented, or as the proportion of correct responses among correctly identified old items (see Table A2 ). Overall, seven studies found reduced SM accuracy in ASD [ 3 , 13 , 22 , 26 , 28 , 29 ]. Bowler and colleagues [ 27 ] found that ASD participants had lower SM accuracy when recalling sources without memory support, but when source options were provided, their performance was comparable to controls.…”

Section: Resultsmentioning

confidence: 99%

Two Faces of a Coin? A Systematic Review of Source Monitoring and Its Relationship with Memory in Autism

et al. 2021

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The ability to discriminate the origin of stimuli, known as source monitoring, is crucial for self–other distinction and the integration of internally generated and externally generated experiences. Despite its valence, evidence on source monitoring in autism is yet scarce and unclear. We systematically reviewed literature concerning source monitoring in autism and its relationship with other constructs, such as memory type, encoding effects, social cognition, general intelligence, and clinical factors. Source-monitoring performance (operationalized as error or accuracy) was reduced in autistic participants in 9 of the 15 studies that met the inclusion criteria. When explicitly investigated, free-recall memory impairments in autism were shown to influence source monitoring deficits. General intelligence was another important factor linked to source-monitoring performance. Conversely, other memory types or encoding effects were not impaired in autism, and no univocal association could be found with source monitoring. Social cognition and clinical symptoms were rarely assessed in spite of their possible involvement in source monitoring. The heterogeneity of the task design, outcome measures and demographical factors limited study comparability. As a research framework on source monitoring as a construct of primary interest in autism is still lacking, we propose preliminary indications for future investigations based on the collected findings.

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“…Interestingly, the enactment effect has been also investigated with populations affected by ASD, leading to seemingly inconsistent results. While, some studies have reported reduced or absent enactment effect in individuals with ASD as a result of impaired or diminished action-monitoring systems (Farrant et al, 1999; Millward et al, 2000; Wojcik et al, 2011), other studies reported evidence of intact enactment effects both in adults and in children with ASD (Grainger et al, 2013; Wojcik et al, 2011; Yamamoto & Masumoto, 2018). Mixed results also emerged within studies testing SPT in autism by means of different memory domains (Zalla et al, 2010), reflecting the overall heterogeneity of memory profiles within the autism spectrum.…”

Section: Introductionmentioning

confidence: 99%

Memory enhancements from active control of learning in children with autism spectrum disorder

Fantasia

Markant

Valeri

et al. 2020

Autism

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Previous research with typically developing children and adults shows that active control of the learning experience leads to enhanced episodic memory, as compared with conditions lacking this control. The present study investigates whether similar advantages can be found in children with autism spectrum disorder. In this study, 6–12-year-old autistic children ( N = 29) participated in a simple memory game on a touchscreen tablet, in which they were asked to remember 64 objects presented in four blocks of 16. In two of the blocks, children could decide the order and pacing of study (active condition), whereas in the other two blocks, they passively observed the active study decisions of a previous participant (yoked condition). We found that recognition memory was more accurate for objects studied in the active compared with the yoked condition, even after a week-long delay. The magnitude of the effect was comparable with that obtained in previous studies with typically developing children and adults, suggesting a robustness for the benefits of active learning that goes beyond what previously hypothesized, extending to special populations. We discuss how these findings may help develop pedagogical interventions that leverage the active learning approach to promote inclusive learning. Lay abstract Research with adults and typically developing children has shown that being able to actively control their learning experience, that is, to decide what to learn, when, and at what pace, can boost learning in a variety of contexts. In particular, previous research has shown a robust advantage of active control for episodic memory as compared with conditions lacking this control. In this article, we explore the potential of active control to improve learning of 6- to 12-year-old children diagnosed with autism spectrum disorder. We presented them with a simple memory game on a touchscreen tablet, in which children were asked to recall as many of the presented objects as possible. For half of the objects, children could decide the order and pacing of study (active condition); for the other half, they passively observed the study decisions of a previous participant (yoked condition). We found that recognition memory was more accurate when children could actively control the order, pace, and frequency of the study experience, even after a week-long delay. We discuss how teachers and educators might promote active learning approaches in educational and pedagogical applications to support inclusive learning.

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Brief Report: Memory for Self-Performed Actions in Adults with Autism Spectrum Disorder: Why Does Memory of Self Decline in ASD?

Cited by 15 publications

References 46 publications

The Witness-Aimed First Account (WAFA): A new technique for interviewing autistic witnesses and victims

The Witness-Aimed First Account (WAFA): A new technique for interviewing autistic witnesses and victims

Two Faces of a Coin? A Systematic Review of Source Monitoring and Its Relationship with Memory in Autism

Memory enhancements from active control of learning in children with autism spectrum disorder

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