Outputs (3)

Episodic memory and episodic future thinking in adults with autism (2010)
Journal Article
Lind, S. E., & Bowler, D. M. (2010). Episodic memory and episodic future thinking in adults with autism. Journal of abnormal psychology (Washington, D.C. : Online), 119(4), 896-905. https://doi.org/10.1037/a0020631

The ability to remember past experiences (episodic memory) is thought to be related to the ability to imagine possible future experiences (episodic future thinking). Although previous research has established that individuals with autism spectrum dis... Read More about Episodic memory and episodic future thinking in adults with autism.

Memory and the self in autism: A review and theoretical framework (2010)
Journal Article
Lind, S. (2010). Memory and the self in autism: A review and theoretical framework. Autism, 14(5), 430-456. https://doi.org/10.1177/1362361309358700

This article reviews research on (a) autobiographical episodic and semantic memory, (b) the self-reference effect, (c) memory for the actions of self versus other (the self-enactment effect), and (d) non-autobiographical episodic memory in autism spe... Read More about Memory and the self in autism: A review and theoretical framework.

Impaired performance on see-know tasks amongst children with autism: Evidence of specific difficulties with theory of mind or domain-general task factors? (2010)
Journal Article
Lind, S. E., & Bowler, D. M. (2010). Impaired performance on see-know tasks amongst children with autism: Evidence of specific difficulties with theory of mind or domain-general task factors?. Journal of Autism and Developmental Disorders, 40(4), 479-484. https://doi.org/10.1007/s10803-009-0889-y

It is widely assumed that children with autism have a diminished understanding of the perception-knowledge relationship, as a specific manifestation of a theory of mind (ToM) impairment. However, such a conclusion may not be justified on the basis of... Read More about Impaired performance on see-know tasks amongst children with autism: Evidence of specific difficulties with theory of mind or domain-general task factors?.