Recognition Memory and Source Memory in Autism Spectrum Disorder: A Study of the Intention Superiority and Enactment Effects

Autor/inn/en	Grainger, Catherine; Williams, David M.; Lind, Sophie E.
Titel	Recognition Memory and Source Memory in Autism Spectrum Disorder: A Study of the Intention Superiority and Enactment Effects
Quelle	In: Autism: The International Journal of Research and Practice, 21 (2017) 7, S.812-820 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-3613
DOI	10.1177/1362361316653364
Schlagwörter	Memory; Pervasive Developmental Disorders; Autism; Asperger Syndrome; Intelligence Quotient; Statistical Analysis; Clinical Diagnosis; Diagnostic Tests; Recognition (Psychology); Intention; Children + Suchen Sie Ihr Suchwort? Gedächtnis; Autismus; Asperger-Syndrom; Intelligenzquotient; Statistische Analyse; Diagnostic test; Diagnostischer Test; Recognition; Wiedererkennen; Child; Kind; Kinder
Abstract	It is well established that neurotypical individuals generally show better memory for actions they have performed than actions they have observed others perform or merely read about, a so-called "enactment effect." Strikingly, research has also shown that neurotypical individuals demonstrate superior memory for actions they "intend" to perform in the future (but have not yet performed), an effect commonly known as the "intention superiority effect." Although the enactment effect has been studied among people with autism spectrum disorder, this study is the first to investigate the intention superiority effect in this disorder. This is surprising given the potential importance this issue has for general theory development, as well as for clinical practice. As such, this study aimed to assess the intention superiority and enactment effects in 22 children with autism spectrum disorder, and 20 intelligence quotient/age-matched neurotypical children. The results showed that children with autism spectrum disorder demonstrated not only undiminished enactment effects in recognition and source memory, but also (surprisingly for some theories) typical intention superiority effects. The implications of these results for theory, as well as clinical practice, are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01