{"id":404,"date":"2020-04-22T21:03:38","date_gmt":"2020-04-22T20:03:38","guid":{"rendered":"https:\/\/research.kent.ac.uk\/upgrade-rocs\/?p=404"},"modified":"2020-08-21T14:02:45","modified_gmt":"2020-08-21T13:02:45","slug":"judgment-of-learning-accuracy-in-high-functioning-adolescents-and-adults-with-autism-spectrum-disorder","status":"publish","type":"post","link":"https:\/\/research.kent.ac.uk\/rocs\/judgment-of-learning-accuracy-in-high-functioning-adolescents-and-adults-with-autism-spectrum-disorder\/","title":{"rendered":"Judgment of Learning Accuracy in High-functioning Adolescents and Adults with Autism Spectrum Disorder"},"content":{"rendered":"

Find more information about the Kent author\u00a0here<\/strong><\/a>
\nFind the full paper\u00a0here<\/a><\/strong><\/p>\n

About<\/span><\/b>\u202f<\/span>\u00a0<\/span><\/h2>\n

Some research has shown that individuals with autism spectrum disorder (ASD) <\/span>have difficulties representing their own mental states (for example, being aware of their own beliefs and false beliefs). There is however, very little known about the extent to which individuals with ASD are able to monitor other aspects of cognitive activity – i.e. metacognition. An example of metacognition is the ability to monitor what information you already know and what information you still need to learn when you are studying for an exam. <\/span>This ability is related to several educational outcomes including exam performance.\u00a0<\/span>\u00a0<\/span><\/p>\n

Given that individuals with ASD often demonstrate difficulties self-regulating their <\/span>behaviours<\/span>, and often underperform at school, the study of metacognition in ASD is important. <\/span>The current study examined <\/span>judgement<\/span> of learning accuracy in individuals with ASD.<\/span>\u00a0<\/span><\/p>\n

Research Objectives<\/span><\/b>\u00a0<\/span><\/h2>\n

\u2022 \u00a0 To examine whether individuals with ASD could accurately judge whether they had learned a piece of information.\u00a0<\/span>\u00a0<\/span><\/p>\n

Programme and Methodology<\/span><\/b>\u00a0<\/span><\/h2>\n

Participants: <\/span><\/p>\n

\u2022 \u00a0Typically developing adults and adolescents
\n\u2022 \u00a0Adults and adolescents with ASD\u00a0<\/span><\/p>\n

\u2022 \u00a0All participants completed a judgement of learning task:<\/span><\/p>\n

\u2022 \u00a0 Judgment of Learning Task:\u00a0<\/em>Participants are shown a pair of words. Participants are asked to judge how likely they are to remember the second word. For more information, please see the full paper.\u00a0 <\/span><\/p>\n

Findings<\/span><\/b>\u00a0<\/span><\/h2>\n

\u2022 \u00a0There was no difference in the performance on the judgment of learning task found between participants with ASD and comparison participants.<\/span>\u00a0<\/span><\/p>\n

Impact<\/span><\/b>\u00a0<\/span><\/h2>\n

\u2022 \u00a0This project offered <\/span>new and important insight<\/span><\/b> on <\/span>judgment of learning accuracy in high-functioning individuals with ASD. <\/span><\/p>\n

\u2022 \u00a0The findings suggest that judgement of learning is unimpaired in ASD.<\/span><\/p>\n

\u2022 \u00a0 This project has important implications for educators<\/strong> :<\/span><\/p>\n

\u2022 \u00a0<\/span>Given that individuals with ASD appear as accurate as typically developing ones in<\/span>\u00a0judgments of learning, it would be useful for teachers to encourage students with ASD to make explicit judgments of learning when trying to learn new material.\u00a0<\/span>\u00a0<\/span>\u00a0<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Find more information about the Kent author\u00a0here Find the full paper\u00a0here About\u202f\u00a0 Some research has shown that individuals with autism spectrum disorder (ASD) have difficulties representing their own mental states (for example, being aware of their own beliefs and false beliefs). There is however, very little known about the extent to which individuals with ASD […]<\/p>\n","protected":false},"author":610,"featured_media":263,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[9],"tags":[],"class_list":["post-404","post","type-post","status-publish","format-standard","hentry","category-autism"],"acf":[],"_links":{"self":[{"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/posts\/404","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/users\/610"}],"replies":[{"embeddable":true,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/comments?post=404"}],"version-history":[{"count":2,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/posts\/404\/revisions"}],"predecessor-version":[{"id":2802,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/posts\/404\/revisions\/2802"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/media\/263"}],"wp:attachment":[{"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/media?parent=404"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/categories?post=404"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/research.kent.ac.uk\/rocs\/wp-json\/wp\/v2\/tags?post=404"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}