Metacognition, Metamemory, and Mindreading in High-Functioning Adults With Autism Spectrum Disorder

Objectives: 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). Method: Eighteen intellectually high-functioning adults with ASD and 18 IQ- and age-matched neurotypical adults participated. Metamemory monitoring ability and mindreading ability were assessed using a feeling-of-knowing task and the “animations” task, respectively. Participants also completed a self-report measure of metacognitive ability. Results: In addition to showing impaired mindreading, participants with ASD made significantly less accurate feeling-of-knowing judgements than neurotypical adults, suggesting that metamemory monitoring (an aspect of metacognition) was impaired. Conversely, participants with ASD self-reported superior metacognitive abilities compared to those reported by neurotypical participants. Conclusion: 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

The Self-reference Effect on Memory is Not Diminished in Autism: Three Studies of Incidental and Explicit Self-referential Recognition Memory in Autistic and Neurotypical Adults and Adolescents

Three experiments investigated the extent to which a) individuals with autism show a self-reference effect (i.e., better memory for self-relevant information), and b) the size of the self-reference effect is associated with autism traits. Participants studied trait adjectives in relation to their own name (self-referent) or a celebrity’s name (other-referent) under explicit and incidental/implicit encoding conditions. Explicit encoding involved judging whether the adjectives applied to self or other (denoted by proper names). Implicit encoding involved judging whether the adjectives were presented to the right or left of one’s own or a celebrity’s name. Recognition memory for the adjectives was tested using a yes/no procedure. Experiment 1 (individual differences; N = 257 neurotypical adults) employed the Autism-spectrum Quotient as a measure of autistic traits. Experiments 2 (N = 60) and 3 (N = 52) involved case-control designs with closely-matched groups of autistic and neurotypical adults and children/adolescents, respectively. Autistic traits were measured using the Autism-spectrum Quotient and Social Responsiveness Scale, respectively. In all experiments, a significant self-reference effect was observed in both explicit and implicit encoding conditions. Most importantly, however, there was (a) no significant relation between size of the self-reference effect and number of autistic traits (Experiments 1, 2 and 3), and (b) no significant difference in the size of the self-reference effect between autistic and neurotypical participants (Experiments 2 and 3). In these respects, Bayesian analyses consistently suggested that the data supported the null hypothesis. These results challenge the notion that subjective or objective self-awareness are impaired in autism. It is generally easier to remember information that is relevant to oneself than to remember other kinds of information. This is known as the “self-reference effect”. Previously, it has been claimed that people with autism show a reduced self-reference effect (implying diminished self-awareness) but this study provides robust evidence that people with autism are, in fact, just as susceptible to this effect as neurotypical people

Relationships between implicit and explicit uncertainty monitoring and mindreading: Evidence from autism spectrum disorder

We examined performance on implicit (non-verbal) and explicit (verbal) uncertaintymonitoring tasks among neurotypical participants and participants with autism, while also testing mindreading abilities in both groups. We found that: (i) performance of autistic participants was unimpaired on the implicit uncertainty-monitoring task, while being significantly impaired on the explicit task; (ii) performance on the explicit task was correlated with performance on mindreading tasks in both groups, whereas performance on the implicit uncertainty-monitoring task was not; and (iii) performance on implicit and explicit uncertainty-monitoring tasks was not correlated. The results support the view that (a) explicit uncertainty-monitoring draws on the same cognitive faculty as mindreading whereas (b) implicit uncertainty-monitoring only test first-order decision making. These findings support the theory that metacognition and mindreading are underpinned by the same meta-representational faculty/resources, and that the implicit uncertainty-monitoring tasks that are frequently used with nonhuman animals fail to demonstrate the presence of metacognitive abilities

A pedagogical model for effective online teacher professional development—findings from the Teacher Academy initiative of the European Commission

During their careers, teachers experience change in education policy, societal trends, and cultural shifts in pedagogical thought, requiring continual adaptation and innovation of their practices. Coupled with this is an assumed intrinsic desire to progress, whether as part of their own subject expertise, or with a view to taking on a role as leader in school management or a specialist area. Effective support and opportunities for teachers to develop and apply their competences is crucial for maintaining both motivation and high standards in the profession. However, many teachers across Europe claim to struggle to have access to effective forms of continued professional development coupled with the numerous demands already made on their work. On-site courses with opportunities for peer learning remain popular but demand time and are not financially cost-effective in reaching a large number of teachers, nor are they viable during pandemic restrictions. By exploring the pedagogical model of the online courses of the European Commission's Teacher Academy in the context of these challenges, this article discusses how an effective, collaborative approach to online continued professional development can be developed as a way of addressing both teacher and education system needs

Interoceptive impairments do not lie at the heart of Autism or Alexithymia

Background: Quattrocki and Friston (2012) argued that abnormalities in interoception–the process of representing one’s internal physiological states–could lie at the heart of autism, because of the critical role interoception plays in the ontogeny of social-affective processes. This proposal drew criticism from proponents of the alexithymia hypothesis, who argue that social-affective and underlying interoceptive impairments are not a feature of autism per se, but of alexithymia (a condition characterised by difficulties describing and identifying one's own emotions), which commonly co-occurs with autism. Despite the importance of this debate for our understanding of ASD, and of the role of interoceptive impairments in psychopathology more generally, direct empirical evidence is scarce and inconsistent. Methods: Experiment 1 examined in a sample of 137 neurotypical individuals the association among autistic traits, alexithymia, and interoceptive accuracy on a standard heartbeat tracking measure of interoceptive accuracy. In Experiment 2, interoceptive accuracy was assessed in 46 adults with ASD (27 of whom had clinically-significant alexithymia) and 48 neurotypical adults. Results: Experiment 1 confirmed strong associations between autistic traits and alexithymia, but yielded no evidence to suggest that either was associated with interoceptive difficulties. Similarly, Experiment 2 provided no evidence for interoceptive impairments in autistic adults, irrespective of any co-occurring alexithymia. Bayesian analyses consistently supported the null hypothesis. Conclusions: The observations pose a significant challenge to notions that interoceptive impairments constitute a core feature of either ASD or alexithymia, at least as far as the direct perception of interoceptive signals is concerned. General scientific summary: This article suggests that impairments in interoception–the process of representing one’s internal physiological states–do not lie at the heart of either autism or alexithymia

Parareal with a Learned Coarse Model for Robotic Manipulation

A key component of many robotics model-based planning and control algorithms is physics predictions, that is, forecasting a sequence of states given an initial state and a sequence of controls. This process is slow and a major computational bottleneck for robotics planning algorithms. Parallel-in-time integration methods can help to leverage parallel computing to accelerate physics predictions and thus planning. The Parareal algorithm iterates between a coarse serial integrator and a fine parallel integrator. A key challenge is to devise a coarse model that is computationally cheap but accurate enough for Parareal to converge quickly. Here, we investigate the use of a deep neural network physics model as a coarse model for Parareal in the context of robotic manipulation. In simulated experiments using the physics engine Mujoco as fine propagator we show that the learned coarse model leads to faster Parareal convergence than a coarse physics-based model. We further show that the learned coarse model allows to apply Parareal to scenarios with multiple objects, where the physics-based coarse model is not applicable. Finally, we conduct experiments on a real robot and show that Parareal predictions are close to real-world physics predictions for robotic pushing of multiple objects. Code (https://doi.org/10.5281/zenodo.3779085) and videos (https://youtu. be/wCh2o1rf-gA) are publicly available

The use of a synthetic shoulder patch for large and massive rotator cuff tears – a feasibility study

Background The aim of this study was to explore the feasibility of using a non-absorbable biocompatible polyester patch to augment open repair of massive rotator cuff tears (Patch group) and compare outcomes with other treatment options (Non-patch group). Methods Participants referred to orthopaedic clinics for rotator cuff surgery were recruited. Choice of intervention (Patch or Non-patch) was based on patient preference and intra-operative findings. Oxford Shoulder Score (OSS), Shoulder Pain and Disability Index (SPADI), and Constant score were completed at baseline and 6 months. Shoulder MRI was performed at baseline and 6 months to assess fat fraction and Goutallier classification pre- and post- treatment. Feasibility outcomes (including retention, consent and missing data) were assessed. Results Sixty-eight participants (29 in the Patch group, 39 in Non-patch group) were included (mean age 65.3 years). Conversion to consent (92.6%), missing data (0% at baseline), and attrition rate (16%) were deemed successful feasibility endpoints. There was significant improvement in the Patch group compared to Non-patch at 6 months in OSS (difference in medians 9.76 (95% CI 2.25, 17.29) and SPADI: 22.97 (95% CI 3.02, 42.92), with no substantive differences in Constant score. The patch group had a higher proportion of participants improving greater than MCID for OSS (78% vs 62%) and SPADI (63% vs 50%) respectively. Analysis of the 48 paired MRIs demonstrated a slight increase in the fat fraction for supraspinatus (53 to 55%), and infraspinatus (26 to 29%) at 6 months. These differences were similar and in the same direction when the participants were analysed by treatment group. The Goutallier score remained the same or worsened one grade in both groups equally. Conclusions This study indicates that a definitive clinical trial investigating the use of a non-absorbable patch to augment repair of massive rotator cuff tears is feasible. In such patients, the patch has the potential to improve shoulder symptoms at 6 months

On the role of the upper part of words in lexical access : evidence with masked priming

More than 100 years ago, Huey (1908) indicated that the upper part of words was more relevant for perception than the lower part. Here we examined whether mutilated words, in their upper/lower portions (e.g., , , , ), can automatically access their word units in the mental lexicon. To that end, we conducted four masked repetition priming experiments with the lexical decision task. Results showed that mutilated primes produced a sizeable masked repetition priming effect. Furthermore, the magnitude of the masked repetition priming effect was greater when the upper part of the primes was preserved than when the lower portion was preserved –this was the case not only when the mutilated words were presented in lowercase but also when the mutilated words were presented in uppercase. Taken together, these findings suggest that the front-end of computational models of visual-word recognition should be modified to provide a more realistic account at the level of letter features.The research reported in this article has been partially supported by Grant PSI2008-04069/PSIC and CONSOLIDER-INGENIO2010 CSD2008-00048 from the Spanish Ministry of Science and Innovation and by Grant PTDC/PSI-PCO/104671/2008 from the Portuguese Foundation for Science and Technology

Transposed-letter priming effects in reading aloud words and nonwords

A masked nonword prime generated by transposing adjacent inner letters in a word (e.g., jugde) facilitates the recognition of the target word (JUDGE) more than a prime in which the relevant letters are replaced by different letters (e.g., junpe). This transposed-letter (TL) priming effect has been widely interpreted as evidence that the coding of letter position is flexible, rather than precise. Although the TL priming effect has been extensively investigated in the domain of visual word recognition using the lexical decision task, very few studies have investigated this empirical phenomenon in reading aloud. In the present study, we investigated TL priming effects in reading aloud words and nonwords and found that these effects are of equal magnitude for the two types of items. We take this result as support for the view that the TL priming effect arises from noisy perception of letter order within the prime prior to the mapping of orthography to phonology.6 page(s