Implicit and explicit forms of memory among children with high-functioning autism spectrum disorder

Sangeetha S R 1, *, Patteswari Duraisamy 2, Meghana A R 3 and Swetha Sivakumar 3

1 Assistant Professor, Division of Cognitive Neuroscience and Psychology, School of Life Sciences, JSS AHER, Mysuru, Karnataka, India.
2 Assistant Professor and Coordinator, Division of Cognitive Neuroscience and Psychology, School of Life Sciences, JSS AHER, Mysuru, Karnataka, India.
3 Division of Cognitive Neuroscience and Psychology, School of Life Sciences, JSS AHER, Mysuru, Karnataka, India
 
Review
International Journal of Science and Research Archive, 2024, 13(01), 063–072.
Article DOI: 10.30574/ijsra.2024.13.1.1626
Publication history: 
Received on 23 July 2024; revised on 01 September 2024; accepted on 04 September 2024
 
Abstract: 
The purpose of this study is to investigate children with high-functioning autism spectrum disorder and their implicit and explicit memory capacities to develop personalized educational and rehabilitative programs. Children with high-functioning ASD have much less explicit memory, but their implicit memory is still mostly intact, according to the research. The study highlights how employing verbal materials for encoding and other memory support can improve performance. Moreover, it emphasizes how critical it is to recognize and treat episodic memory problems in children with ASD, opening the door to more successful interventions catered to their requirements. By identifying the distinctive memory traits of children with high-functioning autism spectrum disorders, the study's implications are critical for improving cognitive performance in this population.
 
Keywords: 
Memory; Implicit Memory; Explicit Memory; Autism Spectrum Disorder; Cognitive Function; Neurodevelopmental Disorder
 
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