In the first set of experiments, we will manipulate the demands of metacognitive tasks in systematic ways to establish whether the kinds of task used to test metacognition in non-human primates really do require awareness of one’s own thoughts. Neurotypical adults will take part in this set of studies.

In the second set of experiments, we will assess metacognitive monitoring among adults with ASD and neurotypical adults who are closely similar to participants with ASD in terms of age and general intelligence. We will use a variety of tasks, including those kinds that are used to test metacognition in non-human primates.

Together, these experiments will allow us to decide between the competing theories of the relation between metacognition and mindreading. In addition to supporting theory development, our proposed research will be important in understanding the nature of cognitive functioning in people with ASD.

It is striking how little research there is into metacognition in ASD, given that many hundreds of studies that have explored mindreading in this disorder. Indeed, difficulties with such *self* awareness might explain aspects of the behavioural features of ASD that difficulties with mindreading do not so easily explain (e.g., behavioural inflexibility).

Thus, we hope that our proposed research will, in the end, have practical benefits for people with ASD, by informing teaching practices and intervention efforts designed to enhance learning and cognitive behavioural functioning among people with this disorder.