Memory and metamemory for actions in children with autism: Exploring global metacognitive judgements.

BACKGROUND: Standards in education emphasize the role of metacognition in successful academic outcomes for those with and without learning challenges. Research into metamemory in Autism Spectrum Disorder (ASD) has produced mixed outcomes, with some studies finding children with ASD to have spared metacognitive accuracy and others finding it impaired. While most research has used item-by-item metamemory judgements, the novelty of the current study was to use global judgments-of-learning (global JOLs). METHOD: Twenty-three children with and twenty without ASD were presented with two lists of action words during a learning phase and were asked to either act out the words in a self-performed task or just listen to them being read aloud in a verbal task (control condition). Typically, self-performance produces memory benefits called the enactment effect. For both tasks, children also made pre-learning and post-learning global JOLs, stating how many words they thought they would recall. RESULTS: Both groups demonstrated the enactment effect, but neither predicted its beneficial effect. Compared to controls, participants with ASD were found to be less accurate in predicting their future memory performance, specifically in the self-performed task. Both groups were comparable in terms of metacognitive monitoring. CONCLUSIONS: Overall, the findings suggest that success or failure in metacognitive tasks in ASD might depend on task difficulty, and the type of metacognitive judgement used.

Sensory experience ratings for 5,500 Spanish words.

Sensory experience rating (SER) is a recently developed subjective lexical index that reflects the extent to which a word evokes a sensory and/or perceptual experience in a reader (Juhasz & Yap, 2013; Juhasz, Yap, Dicke, Taylor, & Gullick, 2011). In the present study, SERs for a set of 5,500 Spanish words were collected, which makes this the largest set of norms for SER in the Spanish language to date. Additionally, with the aim of further exploring the implications of this new indicator and its relations with other psycholinguistic variables, a variety of correlational and regression analyses are provided. The results showed that SERs significantly correlated with imageability, age of acquisition, and a number of variables related to perception and emotion. In addition, SERs predicted a significant amount of variance in lexical decision times when other variables were controlled.

Subjective experience of episodic memory and metacognition: a neurodevelopmental approach.

Episodic retrieval is characterized by the subjective experience of remembering. This experience enables the co-ordination of memory retrieval processes and can be acted on metacognitively. In successful retrieval, the feeling of remembering may be accompanied by recall of important contextual information. On the other hand, when people fail (or struggle) to retrieve information, other feelings, thoughts, and information may come to mind. In this review, we examine the subjective and metacognitive basis of episodic memory function from a neurodevelopmental perspective, looking at recollection paradigms (such as source memory, and the report of recollective experience) and metacognitive paradigms such as the feeling of knowing). We start by considering healthy development, and provide a brief review of the development of episodic memory, with a particular focus on the ability of children to report first-person experiences of remembering. We then consider neurodevelopmental disorders (NDDs) such as amnesia acquired in infancy, autism, Williams syndrome, Down syndrome, or 22q11.2 deletion syndrome. This review shows that different episodic processes develop at different rates, and that across a broad set of different NDDs there are various types of episodic memory impairment, each with possibly a different character. This literature is in agreement with the idea that episodic memory is a multifaceted process.