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首页> 外文期刊>Journal of abnormal psychology >Metacognition, metamemory, and mindreading in high-functioning adults with autism spectrum disorder
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Metacognition, metamemory, and mindreading in high-functioning adults with autism spectrum disorder

机译：高功能自闭症谱系障碍成年人的元认知，元记忆和心智阅读

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Metacognition refers to cognition about cognition and encompasses both knowledge of cognitive processes and the ability to monitor and control one's own cognitions. The current study aimed to establish whether metacognition is impaired in autism spectrum disorder (ASD). According to some theories, the ability to represent one's own mental states (an aspect of metacognition) relies on the same mechanism as the ability to represent others' mental states ("mindreading"). Given numerous studies have shown mindreading is impaired in ASD, there is good reason to predict concurrent impairments in metacognition. Metacognition is most commonly explored in the context of memory, often by assessing people's ability to monitor their memory processes. The current study addressed the question of whether people with ASD have difficulty monitoring the contents of their memory (alongside impaired mindreading). Eighteen intellectually high-functioning adults with ASD and 18 IQ- and age-matched neurotypical adults participated. Metamemory monitoring ability and mindreading ability were assessed by using a feeling-of-knowing task and the "animations" task, respectively. Participants also completed a self-report measure of metacognitive ability. In addition to showing impaired mindreading, participants with ASD made significantly less accurate feeling-of-knowing judgments than neurotypical adults, suggesting that metamemory monitoring (an aspect of metacognition) was impaired. Conversely, participants with ASD self-reported superior metacognitive abilities compared with those reported by neurotypical participants. This study provides evidence that individuals with ASD have metamemory monitoring impairments. The theoretical and practical implications of these findings for our current understanding of metacognition in ASD and typical development are discussed.
机译：元认知是指关于认知的认知，既包括认知过程的知识，又包括监视和控制自己的认知的能力。当前的研究旨在确定自闭症谱系障碍（ASD）中元认知是否受损。根据一些理论，代表自己的心理状态（元认知的一个方面）的能力与代表他人的心理状态（“心智”）的机制相同。鉴于大量研究表明，ASD的阅读能力受损，因此有充分的理由预测元认知中的并发损伤。元认知最常在记忆的背景下进行，通常是通过评估人们监视其记忆过程的能力来进行的。当前的研究解决了自闭症患者是否难以监测其记忆内容（以及阅读障碍）的问题。参加研究的有18名具有ASD的智力高功能成年人和18名智商和年龄相匹配的神经型成年人。通过使用知觉任务和“动画”任务分别评估元记忆监测能力和思维能力。参与者还完成了对元认知能力的自我报告测量。除了表现出阅读障碍之外，患有ASD的参与者做出的准确的知觉判断远不如神经型成年人，这表明元记忆监测（元认知的一个方面）受到了损害。相反，与神经型参与者报告的相比，具有ASD的参与者自我报告的元认知能力更高。这项研究提供证据表明，患有自闭症的人有元记忆监测功能障碍。讨论了这些发现对我们目前对ASD中元认知和典型发展的理解的理论和实践意义。

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