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Related Concept Videos

Autism Spectrum Disorder01:19

Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
These core symptoms manifest differently among individuals, ranging from mild to severe. The disorder's complexity extends beyond its clinical presentation, encompassing a diverse range of biological, cognitive, and sociocultural influences.
Modeling in Therapy01:26

Modeling in Therapy

Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
Participant modeling involves therapists demonstrating calm and effective behaviors in situations...
Implicit Memories01:24

Implicit Memories

Implicit memories, also known as non-declarative memories, are long-term memories that function outside of conscious awareness. These memories influence behavior and skills without explicit knowledge. This type of memory is evident in tasks like playing tennis, snowboarding, and texting. Implicit memory has three subsystems: procedural memory, conditioning, and priming. This type of memory is essential in various activities, from everyday tasks to specialized skills.
One key aspect of implicit...
Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or playing an...
Autobiographical Memory01:14

Autobiographical Memory

Autobiographical memory is a unique type of episodic memory that involves recollecting personal life experiences. It allows individuals to remember significant events from their past, creating a narrative of their lives. One interesting phenomenon related to autobiographical memory is the reminiscence bump. This effect refers to the tendency of adults to recall more events from their second and third decades of life — typically between ages 10 to 30 — than from other periods. This period is...
Chunking and Rehearsal in Sensory Memory01:22

Chunking and Rehearsal in Sensory Memory

Improving short-term memory can be achieved through techniques like chunking and rehearsal. Chunking involves organizing information into larger, more manageable units. This technique is particularly useful for information that exceeds the typical memory span of between five and nine items. For instance, logging into an online account with a password like "ta89vq0179gz" involves grouping letters and numbers into three chunks—ta89, vq01, and 79gz. It makes large amounts of information more...

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Related Experiment Video

Updated: May 29, 2026

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research
08:42

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research

Published on: July 31, 2017

Memory for actions in autism spectrum disorder.

D Z Wojcik1, R J Allen, C Brown

  • 1Institute of Psychological Sciences, University of Leeds, Leeds, UK. d.wojcik@leeds.ac.uk

Memory (Hove, England)
|September 17, 2011
PubMed
Summary

Children with autism spectrum disorder (ASD) showed improved action memory with experimenter demonstration, not self-performance. However, they accurately judged their memory performance, indicating no metamemory deficits in this task.

More Related Videos

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder
09:13

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

Published on: April 22, 2015

Related Experiment Videos

Last Updated: May 29, 2026

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research
08:42

A Familiarization Protocol Facilitates the Participation of Children with ASD in Electrophysiological Research

Published on: July 31, 2017

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder
09:13

Testing Sensory and Multisensory Function in Children with Autism Spectrum Disorder

Published on: April 22, 2015

Area of Science:

  • Cognitive Psychology
  • Neurodevelopmental Disorders

Background:

  • Children with autism spectrum disorder (ASD) often exhibit unique learning patterns.
  • Understanding memory differences in ASD is crucial for educational interventions.

Purpose of the Study:

  • To investigate action memory in children with ASD compared to typically developing children.
  • To examine the impact of self-performance versus experimenter demonstration on action memory.
  • To assess metamemory accuracy in children with ASD for action memory tasks.

Main Methods:

  • Participants completed an action memory task under different encoding conditions: self-performance, experimenter demonstration, and no action.
  • Memory accuracy and metamemory judgments (confidence in recall) were recorded.
  • Performance was compared between children with ASD and typically developing controls.

Main Results:

  • Children with ASD were less accurate in action memory with self-performance or no action compared to controls.
  • Experimenter demonstration significantly improved action memory accuracy in children with ASD, abolishing group differences.
  • Children with ASD demonstrated accurate metamemory, matching the performance judgments of typically developing children.

Conclusions:

  • Experimenter demonstration is a beneficial strategy for enhancing action memory in children with ASD.
  • Despite challenges in action encoding, children with ASD do not exhibit metamemory deficits for this task.
  • Findings suggest targeted instructional methods can mitigate memory difficulties in ASD.