Autobiographical memory and suggestibility in children with autism spectrum disorder

Abstract

Two paradigms were developed to examine autobiographical memory (ABM) and suggestibility in children with autism spectrum disorder (ASD). Children with ASD (N = 30) and typically developing chronological age-matched children (N = 38) ranging in age from 5 to 10 years were administered an ABM questionnaire. Children were asked about details of current and past personally experienced events. Children also participated in a staged event, and later were provided with true and false reminders about that event. Later, children again were interviewed about the staged event. The results from both paradigms revealed that children with ASD showed poorer ABM compared to controls. Generally, their ABM was marked by errors of omission rather than by errors of commission, and memory was particularly poor for early-life events. In addition, they were as suggestible as the typically developing children. The results are discussed in terms of applied and theoretical implications.

Recall of a live and personally experienced eyewitness event by adults with autism spectrum disorder

“…As mentioned in the introduction, despite the fact that all previous studies used homogeneous samples of high-functioning adults with ASD, their findings regarding both the completeness and accuracy of eyewitness testimony to date are mixed. Our findings of similar levels of completeness of the reports of witnesses with RUNNING HEAD: Experienced eyewitness events in ASD 21 ASD to their typical counterparts are consistent with some existing studies (e.g., Maras & Bowler, 2010; but inconsistent with others (e.g., Bruck et al, 2007;Maras & Bowler, 2011;McCrory et al, 2007). It could be concluded from the present findings that individuals with ASD recall more details if the event is salient, live and personally participated in, but given the inconsistent findings previously reported, future work is needed to clarify and confirm this interpretation.…”

“…McCrory et al (2007) used a live classroom event and reported that whilst children with ASD freely recalled around a third less information than typically developing children did, they were no less accurate with regards to the proportion of errors or incorrect details that they reported. Bruck et al (2007) also reported that ASD children reported fewer correct details than comparison children in response to both free recall and specific questions about a previously witnessed magic show. Of the studies with adults, none to date have used a live eyewitness event, or an event in which the witness has actively participated.…”

“…This is pertinent given that it is now well established that individuals with ASD experience difficulties in reflecting on the self (e.g., Crane et al, 2009, and see Lind, 2010), which extend to impairments in episodic memory (e.g., Crane & Goddard, 2008;Klein et al, 1999). Indeed, a number of studies have demonstrated that individuals with ASD experience particular difficulties recalling specific and personally experienced autobiographical events (e.g., Bruck et al, 2007;Goddard, Howlin, Dritschel & Patel, 2007). This impairment is in the absence of a personal semantic RUNNING HEAD: Experienced eyewitness events in ASD 5 memory deficit (Crane & Goddard, 2008), indicating that it is a deficit related to episodic memory and autonoetic awareness, rather than simply a poor memory per se (Bowler, Gardiner & Gaigg, 2007;Bowler, Gardiner & Grice, 2000).…”

“…errors or are less accurate (Maras & Bowler, 2011, but see Bruck et al, 2007;Maras & Bowler, 2010, McCrory et al, 2007North et al, 2008).…”

The Cognitive Interview for Eyewitnesses with Autism Spectrum Disorder

“…Blair, Frith, Smith, Abell, & Cipolotti, 2002), in the episodic recollection of personally experienced events (e.g. Bruck, London, Landa, & Goodman, 2007), and in the organisation of information in memory (Bowler, Gardiner, Grice, & Saavalainen, 2000;Bowler, Matthews, & Gardiner, 1997;Tager-Flusberg, 1991). They also sometimes struggle to recall where, when, how or from whom they learnt something (Bowler, Gardiner, & Berthollier, 2004;Bennetto et al, 1996), and both neural and theoretical perspectives suggest that individuals with ASD experience difficulties in binding elements of an experience together in memory (e.g.…”