Memory for actions in autism spectrum disorder.

This study explored how memory for actions in children with autism spectrum disorder (ASD) and typically developing children might benefit from self-performance and experimenter demonstration, and whether these groups possess metamemory knowledge of their performance levels in this task. Children with autism were less accurate on the action memory task when they carried out each action themselves during encoding, or when no actions were implemented during this phase, but this difference was abolished when the experimenter demonstrated each action during encoding. Despite clear difficulties in the self-performed condition relative to typical children, the group with ASD also showed a beneficial effect of performing the actions themselves during instruction. Finally, children with autism were as accurate as typical children in judging the accuracy of their own memory performance, indicating an absence of metamemory difficulties for this task.