Executive Functioning and Memory Strategy Use in Children with Autism
Bibliographic record
Abstract
An executive functioning deficit in autism should be reflected in a low level of active strategy use on memory tasks. This study was a direct examination of memory strategy use in two problem-solving situations by children with autism. Two groups with autism were tested, one high-functioning group and one with moderate cognitive impairments. All participants took part in two memory experiments to examine the effect of changing the nature of the learning situation on strategy use: one experiment used a serial recall task, and the other a recall readiness task. In contrast to previous studies, significant spontaneous strategy use was found on both memory tasks, particularly among the high-functioning group. Similarly, changing task structure was found to have an important impact on increasing strategy use, particularly for the moderate-functioning group. However, the overall rate of strategy use for the children with autism was still lower than would be expected for non-handicapped groups. The results support an executive functioning deficit interpretation, but a deficit that is less extensive among high-functioning individuals. Practical implications of the study in terms of cognitive training are also discussed.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".