Remembering and Knowing

Directed Forgetting in High-Functioning Adults with Autism Spectrum Disorders

“…Remember responses reflect autonoetic awareness, and as the increased recognition of to-be-learned words was evident in Remember responses but not in Know responses for both groups, these results are consistent with previous findings that elaborative rehearsal independently influences Remember responses (Dobbins et al 2004;Gardiner et al 1994;Gardiner and Richardson-Klavehn 2000). It is also consistent with previous findings that both the effortful learning strategies and the effects on subjective awareness are qualitatively similar for participants with ASDs and comparisons ).…”

“…As the Remember/Know paradigm has also been used to establish a dissociation of the effects of rehearsal, with elaborative rehearsal selectively affecting Remember responses and maintenance rehearsal selectively affecting Know responses (Dobbins et al 2004;Gardiner et al 1994;Gardiner and Richardson-Klavehn 2000), these findings also are consistent with the notion that the adults with AS engage in less elaborative rehearsal than TD adults. As yet, there is no conclusive evidence to link the episodic memory impairments in this population specifically to the rehearsal styles employed.…”

“…The results in Table 2 show that the ASD group recognised fewer to-belearned words with a Remember response, on average, following both a short and long cue-delay than the TD group; whereas the Know responses for each group were similar in both cue-delay conditions. As Remember responses have been previously shown to be increased by elaborative rehearsal and Know responses have been shown to be increased by rote rehearsal (Dobbins et al 2004;Gardiner et al 1994;Gardiner and Richardson-Klavehn 2000), the diminished recognition of study items in Remember responses and not Know is consistent with our hypothesis of an elaborative encoding deficit and indicates that the effortful learning strategies employed by the adults with ASDs were typically less effective than those employed by the TD group, either because the ASD participants engaged in less elaborative rehearsal, or the elaborative rehearsal they did engage in did not enhance their recollective experience to the same extent as that of the TD group.…”

“…Within this paradigm participants are asked, following recognition of an item, to distinguish between two states of awareness (Remember and Know), with Remember responses reflecting autonoetic awareness and Know responses reflecting noetic awareness (Gardiner and Richardson-Klavehn 2000;Tulving 1985). Tulving (2002) defined autonoetic awareness as that which 'allows us to be aware of subjective time in which events happened' (p. 2) and it reflects episodic memory (Tulving 2002).…”

Not all repetition is alike: Different benefits of repetition in amnesia and normal memory

“…The validity of our conclusions regarding the processes mediating repetition effects in memory-impaired and memory-intact individuals rests on the assumption that Remember0Know reports can be used to assess recollection and familiarity. While there is good evidence that memory-intact individuals, when properly instructed, can reliably characterize their memorial experience (Gardiner & Richardson-Klavehn, 2000;Rajaram, 1999;Yonelinas, 2002), the ability of memory-impaired individuals to do so may be questioned. Indeed, there is evidence to suggest that in some conditions, amnesic individuals may assign Remember responses more liberally than controls (Rajaram et al, 2002).…”