Memory in Autism: A Case of Remembering Versus Knowing
DOI:
https://doi.org/10.17140/PCSOJ-3-118Abstract
According to the Diagnostic and Statistical Manual Fifth Edition, the DSM-5,1 autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by persistent social communication deficits and repetitive patterns of behavior including intense preoccupations and inflexible adherence to routines. ASD may occur with or without accompanying intellectual impairment and the severity of the disorder may fluctuate over time. Previously, an ASD diagnosis based on the Diagnostic and Statistical Manual Fourth Edition (DSM-IV) fell into one of 5 subtypes, most prominently, Asperger’s syndrome and autism, diagnoses that indicated a generally higher (Asperger’s) or lower level of functioning (autism). This brief report attempts to review literature on memory in ASD with a special focus on the discrepancy between an intact, at times, even extraordinary memory for large amounts of factual information and an often impaired memory for autobiographical information. A look at memory patterns in ASD may be helpful in understanding learning differences and aid in the customization of targeted intervention strategies.
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