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Examining the Roles of Retrieval Practice and Post-Retrieval Feedback in Learning Among Autistic Adults
Brianna E Cairney1,2, Eileen Haebig1, Heather D Lucas1
1Louisiana State University, Baton Rouge, USA.
Summary
Retrieval practice with feedback benefits learning in autistic and non-autistic adults. This strategy, involving self-testing and immediate correction, enhances associative memory for both groups, suggesting its potential for educational support.
Area of Science:
- Cognitive Psychology
- Neurodevelopmental Disorders
- Educational Psychology
Background:
- Retrieval practice and post-retrieval feedback are established learning enhancers in various clinical populations.
- These learning strategies have not been previously investigated in autistic adults.
- Autistic individuals may face unique learning challenges, necessitating tailored educational strategies.
Purpose of the Study:
- To investigate the effects of retrieval practice with and without feedback on associative memory in autistic and non-autistic adults.
- To compare the efficacy of retrieval practice versus restudy methods for learning in both groups.
- To determine if the benefits of retrieval practice extend to autistic learners.
Main Methods:
- Two experiments were conducted with autistic and non-autistic adults (N=80 per group total).
- Participants memorized semantically unrelated word pairs, followed by a practice phase involving retrieval practice (with/without feedback) and restudy.
- Stimuli were presented auditorily in Experiment 1 and visually in Experiment 2; testing involved cued recall.
Main Results:
- Both autistic and non-autistic adults demonstrated significant benefits from feedback following retrieval practice.
- Retrieval practice was more effective than restudy for learning in both groups, even without feedback.
- The positive effects of retrieval practice and feedback were consistent across both autistic and non-autistic participants.
Conclusions:
- Retrieval practice, particularly when paired with post-retrieval feedback, effectively supports associative memory learning in autistic adults.
- These findings confirm that established learning strategies are applicable and beneficial for autistic learners.
- The study highlights the potential of retrieval practice with feedback as a valuable tool to improve educational and vocational outcomes for autistic individuals.
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