Memory in autism spectrum disorder: A meta-analysis of experimental studies.

Abstract

This is the accepted version of the paper.This version of the publication may differ from the final published version.Permanent repository link: https://openaccess.city.ac.uk/id/eprint/23359/ Link to published version: http://dx. Abstract:To address inconsistencies in the literature on memory in Autism Spectrum Disorder (ASD), we report the first ever meta-analysis of short-term (STM) and episodic longterm (LTM) memory in ASD, evaluating the effects of type of material, type of retrieval and the role of inter-item relations. Analysis of 64 studies comparing individuals with ASD and typical development (TD) showed greater difficulties in ASD compared to TD individuals in STM (Hedges' g=-0.53 [95%CI -0.90; -0.16], p=.005, I²=96%) compared to LTM (g=-0.30 [95%CI -0.42; -0.17], p<.00001, I²=24%), a small difficulty in verbal LTM (g=-0.21, p=.01), contrasting with a medium difficulty for visual LTM (g= -0.41, p=.0002) in ASD compared to TD individuals. We also found a general diminution in free recall compared to cued recall and recognition (LTM, free recall: g=-0.38, p<.00001, cued recall: g=-0.08, p=.58, recognition: g=-0.15, p=.16; STM, free recall: g=-0.59, p=.004, recognition: g=-0.33, p=.07).We discuss these results in terms of their relation to semantic memory. The limited diminution in verbal LTM and preserved overall recognition and cued recall (supported retrieval) may result from a greater overlap of these tasks with semantic long-term representations which are overall preserved in ASD. By contrast, difficulties in STM or free recall may result from less overlap with the semantic system or may involve additional cognitive operations and executive demands. These findings highlight the need to support STM functioning in ASD and acknowledge the potential benefit of using verbal materials at encoding and broader forms of memory support at retrieval to enhance performance. ABSTRACTTo address inconsistencies in the literature on memory in Autism Spectrum Disorder (ASD), we report the first ever meta-analysis of short-term (STM) and episodic long-term (LTM) memory in ASD, evaluating the effects of type of material, type of retrieval and the role of inter-item relations.Analysis of 64 studies comparing individuals with ASD and typical development (TD) showed greater difficulties in ASD compared to TD individuals in STM (Hedges' g=-0.53 [95%CI -0.90; -0.16], p=.005, I²=96%) compared to LTM (g=-0.30 [95%CI -0.42; -0.17], p<.00001, I²=24%), a small difficulty in verbal LTM (g=-0.21, p=.01), contrasting with a medium difficulty for visual LTM (g= -0.41, p=.0002) in ASD compared to TD individuals. We also found a general diminution in free recall compared to cued recall and recognition (LTM, free recall: g=-0.38, p<.00001, cued recall: g=-0.08, p=.58, recognition: g=-0.15, p=.16; STM, free recall: g=-0.59, p=.004, recognition: g=-0.33, p=.07).We discuss these results in terms of their relation to semantic memory. The limited diminution in verbal LTM and preserved overall recognition and cued recall (supported retrieval)...

Exploring the Event‐Related Potentials' Time Course of Associative Recognition in Autism

“…Together, the sequence of amplitude decrement on the P2 then FN400 potentials suggests a reduced integration of low-level perceptual into high-level conceptual information of pictures in ASD participants, associated with a reduced familiarity-based memory. This conclusion fits with recent EEG results of atypical integration between low-and high-level information with visual stimuli [Ortiz-Mantilla, Cantiani, Shafer, & Benasich, 2019;Wang, Yang, Liu, Shao, & Jackson, 2017], and recent model of visual episodic memory being less supported by semantic knowledge than verbal memory in individuals with ASD relative to TD controls [Desaunay et al, 2020;Semino et al, 2019].…”

Frontoparietal Network Connectivity During an N-Back Task in Adults With Autism Spectrum Disorder

“…Given their link with each other, and their influence on cognitive capabilities, such as intelligence and academic achievement (13)(14)(15)(16)(17)(18), understanding the nuances and the extent of STM and WM impairments in ASD is a crucial first step in improving cognitive outcomes in this population. The current literature points to a more severe deficit in ASD in visual, especially visuospatial, aspects of STM and WM, rather than in verbal STM and WM (10,(19)(20)(21)(22)(23), though people with ASD exhibit impairments in both modalities (11,24). Neuroimaging work has additionally shown that individuals with ASD exhibit atypical neural activity and connectivity during visual STM tasks (25)(26)(27) and in both visual and verbal WM tasks (28)(29)(30)(31)(32).…”

“…Adults with autism spectrum disorder (ASD) demonstrate difficulties with a variety of executive functions (1)(2)(3)(4), one of which is working memory (WM), which refers to the ability to hold and manipulate information in mind (5,6). WM is related to short-term memory (STM), which involves the mental storage of information for a short period of time (7,8), and which is also impaired in adults with ASD (9)(10)(11)(12). Given their link with each other, and their influence on cognitive capabilities, such as intelligence and academic achievement (13)(14)(15)(16)(17)(18), understanding the nuances and the extent of STM and WM impairments in ASD is a crucial first step in improving cognitive outcomes in this population.…”

Eye‐Tracking Reveals Absent Repetition Learning Across the Autism Spectrum: Evidence From a Passive Viewing Task

“…In explicit memory, this might be demonstrated by our ability to remember the order of digits of someone's phone number, while in implicit memory this might be indicated by our increasing proficiency at carrying out sequences of behaviors that we repeatedly execute without consciously trying to remember them (e.g., typing). Serial order learning is thus expressed in multiple memory systems [see Hurlstone, Hitch, & Baddeley, 2014; Page & Norris, 2009], and in the context of autism it is now well established that explicit serial order memory is a source of difficulty, while implicit serial order learning is preserved [see Desaunay et al, 2020; Foti, De Crescenzo, Vivanti, Menghini, & Vicari, 2015, for reviews]. Although early studies by Hermelin and O'Connor had indicated relatively preserved memory for the serial order of short lists of words or pictures [Hermelin & O'Connor, 1970], over a dozen studies since then have shown that autistic children and adults demonstrate difficulties on digit‐span and visuospatial span tasks, with group differences characterized by a medium effect size [Desaunay et al, 2020].…”

“…Serial order learning is thus expressed in multiple memory systems [see Hurlstone, Hitch, & Baddeley, 2014; Page & Norris, 2009], and in the context of autism it is now well established that explicit serial order memory is a source of difficulty, while implicit serial order learning is preserved [see Desaunay et al, 2020; Foti, De Crescenzo, Vivanti, Menghini, & Vicari, 2015, for reviews]. Although early studies by Hermelin and O'Connor had indicated relatively preserved memory for the serial order of short lists of words or pictures [Hermelin & O'Connor, 1970], over a dozen studies since then have shown that autistic children and adults demonstrate difficulties on digit‐span and visuospatial span tasks, with group differences characterized by a medium effect size [Desaunay et al, 2020]. By contrast, implicit serial order learning, which is typically assessed using Serial Reaction Time Tasks [SRT; Nissen & Bullemer, 1987], is generally preserved.…”