| The training of memory strategies and the fundamental cognitive mechanisms that underlie strategy use are areas which remain relatively unexplored in autism research. The three studies presented in this dissertation examined memory strategies in children with autism as compared to mental-age matched peers. Study One extended the memory findings from Rhee (2000) by examining the efficacy of a single training session in an effort to increase the use of memory strategies. The goal of Study Two was to examine the difference in effectiveness of multiple direct training sessions for the participants versus just the single training session in Study One. Study Three investigates the awareness of children with autism of their own memory skills, and how this awareness relates to the emergence of strategy use.;Overall results indicated that children with autism are delayed in the emergence of spontaneous strategy use as compared to functional level matched peers. Individuals with autism, however, are able to learn to use effective strategies. In order to maximize the likelihood of retention and generalization of the strategy, intensive training may be required, to the point of the child spontaneously using it on their own, or the skill has become automatized. Results also indicated that metamemory ability is a powerful predictor of spontaneous rehearsal use. Metamemory deficits in the group with autism were correlated with low levels of rehearsal use, and consequently, poor recall performance. However, those children classified as rehearsers were able to effectively use the strategy and improve recall performance.;The present data show that some children with autism are able to effectively use spontaneous rehearsal. These results shed promising light on future research with other strategies, and have important practical and educational implications.;Participants in each of Study One and Study Two were divided into two groups: 20 moderate to high functioning children with autism, and comparison groups of 20 children without autism ranging from those with moderate cognitive impairment to typically developing children. Study Three used all participants from both other studies for a sample of40 children with autism, and 40 comparison children. All participants were aged 6 to 16 years old. |
