Developing and Testing a Low Language Demand Test of Episodic Memory in Autistic Children.

Abstract

Developmental research on memory in autism suggests difficulties in episodic memory (EM),specifically recalling fewer or less specific memories of previous encounters due to several facets of memory contributing to these difficulties. The methodological approach of much of this research requires the conscious recollection of past experiences, which proves difficult to assess without using language. This offers a challenge and potential confound for studies of episodic memory in autism, where language skills may be affected. Therefore, this thesis aimed to develop and test a low language demand test of EM to explore EM in neurotypical and autistic children across a wide range of ages to ascertain whether this would lead to a revaluation of their capabilities. Findings across four experiments developed a reliable, valid measure of episodic-like memory (because it omits the experiential component requiring conscious recollection) that was less reliant on spoken communication.

Findings suggest that neurotypical and autistic children across a wide variety of ages can recall highly specific episodic events anchored to spatial and temporal contexts. However, a particularly pertinent finding was that while EM was unrelated
to autism characteristics, it depended on visuospatial working memory for autistic children, suggesting that they achieve similar performance through alternative means. Another significant finding was that using the What-Where-Which occasion test, there was no interdependency between full EM and its binding components, illustrating that the ability to recall specific past events in a particular context and place does not depend on the ability first to bind what-where or what-which information.

The findings highlight several contradictions with previous findings, suggesting that this new approach offers insights into the mechanisms of EM and the nature of memory difficulty in autism, which would not be observable with standard approaches.