Memory for actions in autism spectrum disorder

Wojcik, Dominika Zofia; Allen, Richard J.; Brown, Charity; Souchay, Céline

doi:10.1080/09658211.2011.590506

Cited by 58 publications

(95 citation statements)

References 60 publications

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“…As such, in our view, it is not possible to draw any meaningful conclusions from this study. In a more recent study Wojcik et al (2011) also failed to find significant enactment effects among children with ASD. In contrast, on the same task typically developing children showed a clear enactment effect.…”

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confidence: 97%

Online Action Monitoring and Memory for Self-Performed Actions in Autism Spectrum Disorder

Grainger

Williams

Lind

2013

J Autism Dev Disord

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This study explored whether individuals with autism spectrum disorder (ASD) experience difficulties with action monitoring. Two experimental tasks examined whether adults with ASD are able to monitor their own actions online, and whether they also show a typical enactment effects in memory (enhanced memory for actions they have performed compared to actions they have observed being performed). Individuals with ASD and comparison participants showed a similar pattern of performance on both tasks. In a task which required individuals to distinguish person-caused from computer-caused changes in phenomenology both groups found it easier to monitor their own actions compared to those of an experimenter. Both groups also showed typical enactment effects. Despite recent suggestions to the contrary, these results support suggestions that action monitoring is unimpaired in ASD

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confidence: 97%

Online Action Monitoring and Memory for Self-Performed Actions in Autism Spectrum Disorder

Grainger

Williams

Lind

2013

J Autism Dev Disord

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“…It is important to note that neither the study by Wilkinson et al (2010) nor the study by Wojcik et al (2011) assessed metacognitive control in ASD. To our knowledge, the only study ever to have assessed monitoring and control in ASD was by Sawyer et al (2014), who employed a JOC task that assessed both abilities in adults with ASD.…”

Section: Metacognition Mindreading and Autism Spectrum Disordermentioning

confidence: 99%

“…To date, only three studies have assessed JOC accuracy among individuals with ASD and these studies report mixed results (Sawyer, Williamson, & Young, 2013;Wilkinson, Best, Minshew, & Strauss, 2010;Wojcik, Allen, Brown, & Souchay, 2011). In Wilkinson et al (2010;Exp.…”

Section: Metacognition Mindreading and Autism Spectrum Disordermentioning

confidence: 99%

“…In a second study, Wojcik et al (2011) asked children to make confidence judgements concerning whether they had correctly performed a series of recently-observed actions. In contrast to Wilkinson's findings (2010), this study reported no significant between-group differences in JOC accuracy, implying that meta-monitoring is undiminished in ASD.…”

Section: Metacognition Mindreading and Autism Spectrum Disordermentioning

confidence: 99%

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Metacognitive monitoring and control processes in children with autism spectrum disorder: Diminished judgement of confidence accuracy

Grainger

Williams

Lind

2016

Consciousness and Cognition

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(2016). Metacognitive monitoring and control processes in children with autism spectrum disorder: Diminished judgement of confidence accuracy. Consciousness and Cognition, 42, 65-74. 10.1016/j.concog.2016.03.003 2 AbstractMetacognition consists of monitoring processes (the ability to accurately represent one's own mental states) and control processes (the ability to control one's cognitive processes effectively). Both processes play vital roles in self-regulated learning. However, currently it is unclear whether these processes are impaired in individuals with autism spectrum disorders (ASD). This study aimed to assess metacognition in thirty-two children with ASD, and 30 IQ/age-matched neurotypical children, using a judgment-of-confidence task. The results found that children with ASD showed diminished accuracy in their judgments-of-confidence, indicating metacognitive monitoring impairments in ASD.Children with ASD also used monitoring to influence control processes significantly less than comparison participants, despite little evidence of impairments in overall control ability.Keywords: Autism Spectrum Disorder (ASD); Metacognition; Self-awareness; Judgments-of-confidence (JOC). 3Metacognition refers to an individual's beliefs and knowledge about cognition (often referred to as metacognitive knowledge), as well as an individual's ability to monitor and control their own cognitive processes (often referred to as metacognitive skill). According to the standard definition, metacognition involves forming meta-representations (second order representations) of one's own mental states. Put more simply, metacognition involves "thinking about thinking" (Flavell, 1979). It is widely thought that accurate metacognitive skill is crucial for effective self-regulation of cognition and behaviour (e.g., Nelson & Narens, 1990). By accurately monitoring one's own mental states, one can gain a degree of control over those mental states and, by extension control the behaviour elicited by those states (e.g., Perner, 1991). For example, whilst revising for an exam, if an individual is able to accurately assess what information they know/do not know, they can employ more effective revision techniques, thus ultimately improving their memory for the exam topic.Whilst metacognition clearly plays an important role in self-regulation, metarepresentation is also thought to play an important role in enhancing other aspects of cognition. For example, Perner (e.g., Perner, 2000) has suggested that the ability to distinguish one's thoughts from reality is a pre-requisite for episodic remembering (but see Williams, 2010). Additionally, there is evidence to suggest that such self-related processing is involved in imagining one's own future, and is involved in the processes of episodic future thinking (see for e.g. Wheeler, Stuss, & Tulving, 1997). In this latter respect, metacognition may play a role not only in controlling current behaviour, but also future behaviour by facilitating efficient planning for one's future.However, the area o...

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“…Whilst self-concept inevitably plays a role in enhancing encoding, it has also been suggested that a self-enactment effect results from the additional motoric component of self-performed actions leading to more salient memory traces (Engelkamp & Zimmer, 1985, 1989. Given the motor difficulties (e.g., Ming, Brimacombe & Wagner, 2007) coupled with diminished self-awareness in ASD (see Lind & Bowler, 2010), it may come as little surprise that a number of researchers have reported a diminished or absent self-enactment effect in ASD (e.g., Dunphy-Leli & Wellman, 2012;Farrant, Blades & Boucher, 1998;Hare, Mellor & Azmi, 2007;Millward et al, 2000;Russell & Jarrold, 1999;Wojcik, Allen, Brown & Souchay, 2011). Russell and Jarrold (1999), for example, asked children with ASD, children with moderate learning difficulties (to act as IQ matches for the ASD group) and typically developing children to remember whether they or the experimenter had placed a picture card on a grid, either on their own behalf or on behalf of a doll partner.…”

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confidence: 99%

Recall of a live and personally experienced eyewitness event by adults with autism spectrum disorder

Maras

Memon

Lambrechts

et al. 2012

J Autism Dev Disord

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This is the accepted version of the paper.This version of the publication may differ from the final published version. Permanent repository link: ABSTRACTThe aim of the present study was to a) extend previous eyewitness research in autism spectrum disorder (ASD) using a live and personally experienced event; b) examine whether witnesses with ASD demonstrate a facilitative effect in memory for self-over otherperformed actions; c) explore source monitoring abilities by witnesses with ASD in discriminating who performed which actions within the event. Eighteen high-functioning adults with ASD and 18 age-and IQ-matched typical counterparts participated in a live first aid scenario in which they and the experimenter each performed a number of actions.Participants were subsequently interviewed for their memory of the event using a standard interview procedure with free recall followed by questioning. The ASD group recalled just as many correct details as the comparison group from the event overall, however they made more errors. This was the case across both free recall and questioning phases. Both groups showed a self-enactment effect across both interview phases, recalling more actions that they had performed themselves than actions that the experimenter had performed. However, the ASD group were more likely than their typical comparisons to confuse the source of self- , and some report they make more errors or are less accurate (Maras & Bowler, 2011, but see Bruck et al., 2007Maras & Bowler, 2010, McCrory et al., 2007North et al., 2008).Two studies to date have explored eyewitness testimony by children with ASD using a live event, although the event in these was passively observed rather than enacted. McCrory et al. (2007) used a live classroom event and reported that whilst children with ASD freely recalled around a third less information than typically developing children did, they were no less accurate with regards to the proportion of errors or incorrect details that they reported. Bruck et al. (2007) also reported that ASD children reported fewer correct details than comparison children in response to both free recall and specific questions about a previously witnessed magic show. Of the studies with adults, none to date have used a live eyewitness event, or an event in which the witness has actively participated. This is pertinent given that it is now well established that individuals with ASD experience difficulties in reflecting on the self (e.g., Crane et al., 2009, and see Lind, 2010), which extend to impairments in episodic memory (e.g., Crane & Goddard, 2008;Klein et al., 1999). Indeed, a number of studies have demonstrated that individuals with ASD experience particular difficulties recalling specific and personally experienced autobiographical events (e.g., Bruck et al., 2007;Goddard, Howlin, Dritschel & Patel, 2007). This impairment is in the absence of a personal semantic RUNNING HEAD: Experienced eyewitness events in ASD 5 memory deficit (Crane & Goddard, 2008), indicating that it is a deficit ...

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Memory for actions in autism spectrum disorder

Cited by 58 publications

References 60 publications

Online Action Monitoring and Memory for Self-Performed Actions in Autism Spectrum Disorder

Online Action Monitoring and Memory for Self-Performed Actions in Autism Spectrum Disorder

Metacognitive monitoring and control processes in children with autism spectrum disorder: Diminished judgement of confidence accuracy

Recall of a live and personally experienced eyewitness event by adults with autism spectrum disorder

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