Download Memory In Autism: Theory and Evidence by Jill Boucher, Dermot Bowler PDF

By Jill Boucher, Dermot Bowler

Many of us with autism spectrum issues (ASDs) are remarkably trained at remembering how issues glance and sound, even years after an occasion. also they are strong at rote studying and setting up conduct and exercises. a few also have encyclopaedic thoughts. even if, all people with ASD have hassle in recalling own thoughts and reliving reports, and no more capable humans could have extra trouble in memorising evidence. This e-book assembles examine on reminiscence in autism to check why this occurs and the consequences it has on people's lives. The individuals utilise advances within the realizing of standard reminiscence platforms and their breakdown as frameworks for analysing the neuropsychology and neurobiology of reminiscence in autism. the original patterning of reminiscence services around the spectrum illuminates problems with experience of self, emotion processing, psychological time shuttle, language and studying, delivering a window into the character and factors of autism itself.

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Extra info for Memory In Autism: Theory and Evidence

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The transfer appropriate processing principle is similar to the encoding specificity principle (Tulving & Thomson, 1973). Encoding specificity was formulated at the level of individual items. It states that no retrieval cue, however strongly related to its target in semantic memory, will aid episodic retrieval unless the information it provides was specifically encoded at the time of study. Transfer appropriate processing is encoding specificity writ large, at the level of the task as a whole, and of the kinds of processing induced by the task.

Though the distinction between encoding and retrieval seems relatively straightforward, it is less clearcut than it seems. Encoding entails retrieval. Retrieval entails encoding. The way new events are encoded is heavily dependent on previous experiences, the retrieval of which determines how the new events are perceived and interpreted. Subsequent retrieval of those events in itself creates new events and experiences, which are in turn encoded. Encoding and retrieval are continually interchangeable processes.

Lindsay, D. S. (1993). Source monitoring. Psychological Bulletin, 114, 3–28. Mandler, G. A. (1967). Organization in memory. In K. W. Spence & J. T. ), The psychology of learning and motivation, vol. 1, pp. 327–372. New York: Academic Press. (1980). Recognizing: the judgment of previous occurrence. Psychological Review, 87, 252–271. McClelland, J. L. & Rumelhart, D. E. (1985). Distributed memory and the representation of general and specific information. Journal of Experimental Psychology: General, 114, 159–188.

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