Judgment of Learning Accuracy in High-functioning Adolescents and Adults with Autism Spectrum Disorder

Grainger, Catherine; Williams, David M.; Lind, Sophie E.

doi:10.1007/s10803-016-2895-1

Cited by 18 publications

(24 citation statements)

References 54 publications

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“…Studies have not consistently observed a difference in metamemory “judgements of learning” in ASD (Grainger et al, 2016 ; Wojcik et al, 2014 ), thus questioning the full extent of reduced subjective awareness and its relation to recollection in this population. Although it is possible that parietal dysfunction plays some role in recollective experience in ASD, a clear area of divergence between parietal patients and people with ASD is that the former tend not to show any changes in objective source memory (e.g., Simons et al, 2010 ).…”

Section: Neurocognitive Accounts Of Recollection In Asdmentioning

confidence: 93%

Exploring the neurocognitive basis of episodic recollection in autism

Cooper

Simons

2018

Psychon Bull Rev

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Increasing evidence indicates that the subjective experience of recollection is diminished in autism spectrum disorder (ASD) compared to neurotypical individuals. The neurocognitive basis of this difference in how past events are re-experienced has been debated and various theoretical accounts have been proposed to date. Although each existing theory may capture particular features of memory in ASD, recent research questions whether any of these explanations are alone sufficient or indeed fully supported. This review first briefly considers the cognitive neuroscience of how episodic recollection operates in the neurotypical population, informing predictions about the encoding and retrieval mechanisms that might function atypically in ASD. We then review existing research on recollection in ASD, which has often not distinguished between different theoretical explanations. Recent evidence suggests a distinct difficulty engaging recollective retrieval processes, specifically the ability to consciously reconstruct and monitor a past experience, which is likely underpinned by altered functional interactions between neurocognitive systems rather than brain region-specific or process-specific dysfunction. This integrative approach serves to highlight how memory research in ASD may enhance our understanding of memory processes and networks in the typical brain. We make suggestions for future research that are important for further specifying the neurocognitive basis of episodic recollection in ASD and linking such difficulties to social developmental and educational outcomes.

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Section: Neurocognitive Accounts Of Recollection In Asdmentioning

confidence: 93%

Exploring the neurocognitive basis of episodic recollection in autism

Cooper

Simons

2018

Psychon Bull Rev

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“…First, estimating an effect size for group differences in key dependent variables was a challenge. There is little previous research on metacognitive monitoring in ASD and existing studies have used a variety of tasks that are arguably not directly comparable (e.g., Cooper, Plaisted-Grant, Baron-Cohen, & Simons, 2016 ; Grainger, Williams, & Lind, 2016a , 2016b ; Nicholson et al, 2019 ; Williams, Bergström, & Grainger, 2018 ; Williams & Happé, 2010 ; Williams & Happé, 2009 ; Wilkinson, Best, Minshew, & Strauss, 2010 ; Wojcik, Allen, Brown, & Souchay, 2011 ; Wojcik et al, 2014 ), so basing an effect size on the weighted effect size across previous studies was inappropriate, in our view. Second, we predicted a null effect for the between-groups difference in gambling accuracy, which makes estimating “sufficient power” difficult.…”

Section: Methodsmentioning

confidence: 99%

Linking metacognition and mindreading: Evidence from autism and dual-task investigations.

Nicholson¹,

Williams

Lind³

et al. 2021

Journal of Experimental Psychology: General

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Questions of how we know our own and other minds, and whether metacognition and mindreading rely on the same processes, are longstanding in psychology and philosophy. In Experiment 1, children/adolescents with autism (who tend to show attenuated mindreading) showed significantly lower accuracy on an explicit metacognition task than neurotypical children/adolescents, but not on an allegedly metacognitive implicit one. In Experiment 2, neurotypical adults completed these tasks in a single-task condition or a dual-task condition that required concurrent completion of a secondary task that tapped mindreading. Metacognitive accuracy was significantly diminished by the dual-mindreading-task on the explicit task but not the implicit task. In Experiment 3, we included additional dual-tasks to rule out the possibility that any secondary task (regardless of whether it required mindreading) would diminish metacognitive accuracy. Finally, in both Experiments 1 and 2, metacognitive accuracy on the explicit task, but not the implicit task, was associated significantly with performance on a measure of mindreading ability. These results suggest that explicit metacognitive tasks (used frequently to measure metacognition in humans) share metarepresentational processing resources with mindreading, whereas implicit tasks (which are claimed by some comparative psychologists to measure metacognition in nonhuman animals) do not.

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“…reality monitoring and feeling-of-knowing), whereas others have found this population to be comparable to children without autism (e.g. judgment of learning; Cooper, Plaisted-Grant, Baron-Cohen, & Simons, 2016;Grainger, Williams, & Lind, 2014;Grainger, Williams, & Lind, 2016b).…”

Section: Adhdmentioning

confidence: 92%

Estimations of Competence in Neurodevelopmental Conditions

Wanstall

Doidge

Weiss

et al. 2019

Psihol. teme (Online)

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Estimations of competence paradigms offer methods to help us measure how well we track our performance. Bridging across the clinical research and metacognitive research traditions, we identified the Positive Illusory Bias (PIB), metamemory and meta-reasoning paradigms for assessing estimation of competence in neurodevelopmental conditions. Overall, studies from PIB paradigms suggest that individuals with Attention-Deficit Hyperactivity Disorder, Autism, Intellectual Disability and Learning Disability tend to display a positive bias in their performance relative to other informants. In metamemory paradigms, individuals with these neurodevelopmental conditions tend to show more discrepancy between their subjective judgments and their memory performance relative to comparison controls, but these findings have been less consistent than for PIB. Meta-reasoning has been less well-studied across neurodevelopmental conditions. In order to advance our understanding of whether estimation of competence is a significant domain for understanding neurodevelopmental conditions, consideration must be given to conceptual models for each neurodevelopmental condition, methodological issues (paradigm selection and interpretation of self-report and subjective judgment) and developmental considerations.

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Judgment of Learning Accuracy in High-functioning Adolescents and Adults with Autism Spectrum Disorder

Cited by 18 publications

References 54 publications

Exploring the neurocognitive basis of episodic recollection in autism

Exploring the neurocognitive basis of episodic recollection in autism

Linking metacognition and mindreading: Evidence from autism and dual-task investigations.

Estimations of Competence in Neurodevelopmental Conditions

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