title: Judgment of Learning Accuracy in High-functioning Adolescents and Adults with Autism Spectrum Disorder.
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.
authors: School of Natural Sciences, University of Stirling, 3B101, Cottrell Building, Stirling, FK9 4LA, UK. catherine.grainger@stir.ac.uk.
authors: Catherine
authors: C
authors: Grainger
authors: School of Psychology, Keynes College, University of Kent, Canterbury, CT2 7NP, UK.
authors: David M
authors: DM
authors: Williams
authors: Autism Research Group, Department of Psychology, City University London, Northampton Square, London, EC1V 0HB, UK.
authors: Sophie E
authors: SE
authors: Lind
mesh_terms: D000293:Adolescent; D000328:Adult; D000067877:Autism Spectrum Disorder / Q000175:diagnosis* / Q000523:psychology*; D002648:Child; D005260:Female; D006801:Humans; D007600:Judgment; D007858:Learning; D008297:Male; D000067489:Metacognition; D056345:Theory of Mind; D055815:Young Adult
keywords: Autism; Judgment of learning; Memory; Metacognition; Metamemory; Mindreading; Theory of mind