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All Outputs (11)

Memory in autism: Binding, self, and brain (2011)
Book Chapter
Bowler, D., Gaigg, S., & Lind, S. (2011). Memory in autism: Binding, self, and brain. In I. Roth, & P. (. Rezaie (Eds.), Researching the autism spectrum : contemporary perspectives (316-346). Cambridge University Press

Episodic memory and episodic future thinking in adults with autism (2010)
Journal Article
Bowler, L. S., & M., D. (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
Bowler, L. S., & M., D. (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?.

Recognition memory, self-other source memory, and theory-of-mind in children with autism spectrum disorder (2009)
Journal Article
Bowler, L. S., & M., D. (2009). Recognition memory, self-other source memory, and theory-of-mind in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 39(9), 1231-1239. https://doi.org/10.1007/s10803-009-0735-2

This study investigated semantic and episodic memory in autism spectrum disorder (ASD), using a task which assessed recognition and self-other source memory. Children with ASD showed undiminished recognition memory but significantly diminished source... Read More about Recognition memory, self-other source memory, and theory-of-mind in children with autism spectrum disorder.

Language and theory of mind in autism spectrum disorder: The relationship between complement syntax and false belief task performance (2009)
Journal Article
Bowler, L. S., & M., D. (2009). Language and theory of mind in autism spectrum disorder: The relationship between complement syntax and false belief task performance. Journal of Autism and Developmental Disorders, 39(6), 929-937. https://doi.org/10.1007/s10803-009-0702-y

This study aimed to test the hypothesis that children with autism spectrum disorder (ASD) use their knowledge of complement syntax as a means of “hacking out” solutions to false belief tasks, despite lacking a representational theory of mind (ToM). P... Read More about Language and theory of mind in autism spectrum disorder: The relationship between complement syntax and false belief task performance.

Metacognition may be more impaired than mindreading in autism (2009)
Journal Article
Williams, D., Lind, S., & Happé, F. (2009). Metacognition may be more impaired than mindreading in autism. Behavioral and Brain Sciences, 32(2), 162-163. https://doi.org/10.1017/s0140525x09000818

This commentary focuses on evidence from autism concerning the relation between metacognition and mindreading. We support Carruthers' rejection of models 1 (independent systems) and 3 (metacognition before mindreading), and provide evidence to streng... Read More about Metacognition may be more impaired than mindreading in autism.

Delayed self-recognition in children with autism spectrum disorder (2009)
Journal Article
Bowler, L. S., & M., D. (2009). Delayed self-recognition in children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 39(4), 643-650. https://doi.org/10.1007/s10803-008-0670-7

This study aimed to investigate temporally extended self-awareness (awareness of one’s place in and continued existence through time) in autism spectrum disorder (ASD), using the delayed self-recognition (DSR) paradigm (Povinelli et al., Child Develo... Read More about Delayed self-recognition in children with autism spectrum disorder.

Temporal cognition in children with autistic spectrum disorders: Tests of diachronic perspective taking (2007)
Journal Article
Boucher, J., Pons, F. *., & ,* Williams, D., S. (2007). Temporal cognition in children with autistic spectrum disorders: Tests of diachronic perspective taking. Journal of Autism and Developmental Disorders, 37(8), 1413-1429. https://doi.org/10.1007/s10803-006-0285-9

Impaired diachronic thinking—(the propensity and capacity to think about events spreading across time)—was demonstrated in a 2-Phase study in which children with autism were compared with age and ability matched controls. Identical tests of diachroni... Read More about Temporal cognition in children with autistic spectrum disorders: Tests of diachronic perspective taking.