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document
Directed forgetting in high-functioning adults with autism spectrum disorders . Rehearsal strategies of adults with autism spectrum disorders ( ASDs ) and demographically matched typically developed ( TD ) adults were strategically manipulated by cueing participants to either learn , or forget each list word prior to a recognition task . Participants were also asked to distinguish between autonoetic and noetic states of awareness using the Remember/Know paradigm . The ASD group recognised a similar number of to-be-forgotten words as the TD group , but significantly fewer to-be-learned words . This deficit was only evident in Remember responses that reflect autonoetic awareness , or episodic memory , and not Know responses . These findings support the elaborative encoding deficit hypothesis and provide a link between the previously established mild episodic memory impairments in adults with high functioning autism and the encoding strategies employed .
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Intervention_Educational
Directed forgetting
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Intervention_Educational
learn
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Intervention_Educational
forget
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Intervention_Educational
recognition task
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Outcome_Other
to-be-forgotten words
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Outcome_Other
to-be-learned words
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Outcome_Other
deficit
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Outcome_Mental
evident in Remember responses
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Outcome_Mental
autonoetic awareness
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Outcome_Mental
episodic memory
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Outcome_Mental
not Know responses
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Outcome_Other
findings support
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Outcome_Physical
link between the previously established mild episodic memory impairments in adults with high functioning autism and the encoding strategies
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Participant_Age
adults
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Participant_Condition
autism spectrum disorders
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Participant_Age
adults
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Participant_Condition
ASD