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Related Experiment Video

Updated: Oct 18, 2025

Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos

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Implicit and Explicit Memory in Youths with High-Functioning Autism Spectrum Disorder: A Case-Control Study.

Elisa Fucà¹, Giulia Lazzaro^1,2, Floriana Costanzo¹

¹Child and Adolescent Neuropsychiatry Unit, Department of Neuroscience, Bambino Gesù Children's Hospital, IRCCS, 00146 Rome, Italy.

Journal of Clinical Medicine

|September 28, 2021

Summary

Youths with autism spectrum disorder (ASD) show intact implicit memory (IM) but impaired explicit memory (EM). This suggests distinct memory processing differences in ASD, impacting learning and requiring tailored educational strategies.

Keywords:

Serial Reaction Time Task developmental age neurodevelopmental disorders

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Area of Science:

Cognitive Neuroscience
Developmental Psychology
Neurodevelopmental Disorders

Background:

Autism spectrum disorder (ASD) is characterized by heterogeneous cognitive impairments, particularly in higher cognitive functions like memory.
Existing research on implicit memory (IM) and explicit memory (EM) in youths with ASD presents conflicting findings, necessitating further clarification.

Purpose of the Study:

To investigate and clarify the status of implicit memory (IM) and explicit memory (EM) in children and adolescents with high-functioning autism spectrum disorder (ASD).
To compare memory performance between individuals with ASD and typically developing controls using standardized tasks.

Main Methods:

Employed two comparable versions of the Serial Reaction Time Task (SRTT) to assess both implicit learning and explicit memory recall.
Recruited 25 youths with high-functioning ASD and 29 age- and IQ-matched typically developing controls.
Administered tasks to evaluate the ability to implicitly learn temporal sequences and explicitly recognize previously learned sequences.

Main Results:

Youths with ASD demonstrated intact implicit learning of temporal event sequences, as evidenced by performance across Serial Reaction Time Task blocks.
Participants with ASD exhibited impairments in explicit memory, showing no significant reaction time reduction for previously learned sequences.
Individuals with ASD were less accurate and made more omissions during the explicit memory task compared to controls.

Conclusions:

Findings suggest that individuals with high-functioning ASD possess intact implicit memory but show significant deficits in explicit memory.
These distinct memory profiles have crucial implications for developing specialized educational programs tailored to the cognitive strengths and weaknesses of children with ASD.
Further research is warranted to explore the neural underpinnings of these memory differences in autism spectrum disorder.