Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/24221
Appears in Collections:Psychology Journal Articles
Peer Review Status: Refereed
Title: Judgment of Learning Accuracy in High-functioning Adolescents and Adults with Autism Spectrum Disorder
Authors: Grainger, Catherine
Williams, David
Lind, Sophie
Contact Email: catherine.grainger@stir.ac.uk
Keywords: Autism
Memory
Metacognition
Metamemory
Judgment of learning
Theory of mind
Mindreading
Issue Date: Nov-2016
Publisher: Springer
Citation: Grainger C, Williams D & Lind S (2016) Judgment of Learning Accuracy in High-functioning Adolescents and Adults with Autism Spectrum Disorder, Journal of Autism and Developmental Disorders, 46 (11), pp. 3570-3582.
Abstract: This study explored whether adults and adolescents with autism spectrum disorder (ASD) demonstrate difficulties making metacognitive judgments, specifically judgments of learning. Across two experiments, the study examined whether individuals with ASD could accurately judge whether they had learnt a piece of information (in this case word pairs). In Experiment 1, adults with ASD demonstrated typical accuracy on a standard ‘cue-alone’ judgment of learning (JOL) task, compared to age- and IQ-matched neurotypical adults. Additionally, in Experiment 2, adolescents with ASD demonstrated typical accuracy on both a standard ‘cue-alone’ JOL task, and a ‘cue-target’ JOL task. These results suggest that JOL accuracy is unimpaired in ASD. These results have important implications for both theories of metacognition in ASD and educational practise.
Type: Journal Article
URI: http://hdl.handle.net/1893/24221
DOI Link: http://dx.doi.org/10.1007/s10803-016-2895-1
Rights: © The Author(s) 2016 This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
Affiliation: Psychology
University of Kent
City University London

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