自闭症谱系障碍儿童记忆的系列实验研究
摘要
近二十年间,我国研究者对自闭症谱系障碍(ASD)儿童的关注逐渐增多,相关研究层出不穷。尽管如此,很多理论和实践上的问题仍然没有得到解决,自闭症仍然是一个未解之谜。当我们把目光转向特殊学校中的低功能ASD儿童时,我们发现他们的学习存在极大的困难,教师在教育和训练他们的时候往往无从下手,主要原因是无法准确掌握低功能ASD儿童的认知能力和特点,缺乏适当的方法和策略。作为个体最基本的认知能力之一的记忆能力,其重要性不言而喻。记忆困难正是阻碍ASD儿童有效学习、获得生活技能及参与社会交往活动的重要因素之一。探明低功能ASD儿童的记忆水平及特点在理论上有助于帮助我们更全面的了解ASD儿童的认知能力及特点,在实践上为进一步提出有效的干预策略提供依据。因此,对ASD儿童的记忆进行研究是一个具有理论和实践意义的课题。
本研究对在校的低功能ASD儿童进行系列的记忆实验研究,主要考察他们与智力障碍儿童相比,其前瞻记忆和回溯记忆(包括情节记忆、语义记忆)的记忆水平和记忆特点。本研究共分为四大部分：
第一部分对相关文献进行综述。从ASD个体的前瞻记忆、情节记忆、自传体记忆、语义记忆、内隐记忆等方面梳理相关研究资料,阐明本课题的研究背景;在此基础上提出本论文的研究思路——采用一系列对比性实验,探讨低功能自闭症谱系障碍儿童不同层次的记忆水平及特点。
第二部分为自闭症谱系障碍儿童前瞻记忆的实验研究,由三个实验构成。主要考察低功能ASD儿童在不同类型前瞻记忆上的能力与特点。实验结果表明：(1)两组被试在各类型的前瞻记忆任务上表现均不佳,与对照组的智力障碍儿童相比,ASD被试在真实活动的前瞻记忆存在显著不足；(2)记忆材料的类型对ASD被试的前瞻记忆存在影响,当材料为拟人化的卡通动物时前瞻记忆存在显著不足；(3)不同感觉通道对两组被试的前瞻记忆均有影响,两组被试均体现出一定的视觉优势；(4)两组被试在时间前瞻的任务上表现均不佳,不存在显著差异。
第三部分为自闭症谱系障碍儿童回溯记忆的实验研究,包括情节记忆研究和语义记忆研究两个部分,共计两个大实验、六个分实验构成。情节记忆研究,通过访谈和故事情节记忆两种方式考察ASD儿童在个人情节记忆(自传体记忆、与自我有关的)及故事情节记忆(与他人有关的)方面的能力及特点。实验结果表明：(1)在个人情节记忆实验中,虽然两组被试语言的总字数无显著差异,但ASD组被试细节记忆数量少。(2)在故事情节记忆实验中,ASD组被试在记忆细节上同样显著落后于智障组被试。
语义记忆研究,包括外显语义记忆实验和内隐语义记忆实验。通过单词线索回忆和错误记忆两种方式考察ASD儿童在外显语义记忆方面的能力和特点。实验结果表明：(1)单词线索回忆实验中,单词的加工水平对两组被试的外显语义记忆均有影响,不存在组间显著差异。(2)在错误记忆实验中,两组被试不存在显著差异,对中立词的回忆均优于情感词；对中立词的击中亦高于情感词。
通过单词补全和模糊图片再认两种方式考察ASD儿童在内隐语义记忆方面的能力和特点。实验结果表明：两组被试无显著差异,在单词补全实验中未出现启动效应,在模糊图片实验中出现启动效应,说明他们的知觉加工优于概念加工。
第四部分为综合讨论与研究结论,主要综合分析论文中文献研究与实验研究的结果,从三个方面进行分析讨论并得出研究结论：
1)低功能自闭症谱系障碍儿童与智障儿童具有大致相同的记忆水平和不同的记忆特点。
2)低功能自闭症谱系障碍儿童的记忆障碍与社会认知障碍之间存在紧密和复杂的联系。
3)低功能自闭症谱系障碍儿童的记忆障碍与其脑功能障碍存在一定的联系。
第五部分为启示与展望。基于实验研究的结论,对特殊学校中低功能ASD儿童的教育教学提出：应针对ASD学生的个体间及个体内记忆能力的差异性对他们进行针对性的训练,要在教学内容和教学方法上体现出这种差异。在今后的研究可以考虑对ASD个体的记忆进行纵向研究、对ASD儿童的程序性记忆进行深入研究、进行高、低功能ASD个体记忆特点的比较研究、进行ASD个体记忆策略和干预的研究以及认知神经科学的研究。
In recent two decades, research about children with Autism Spectrum Disorders (ASD) has drawn more and more attention from Chinese academics, and a lot of projects have been done in this area. Nevertheless, many theoretical and practical problems still has not been solved, Autism is still a mystery topic to be further investigated and understood. When we turned to look at the ASD students in special schools, we found that the students were still having great difficulties in their learning. Quite often the teachers are not sure of how to get a hand on teaching and training of these students, because they cannot accurately grasp the cognitive abilities and characteristics of these children, and lake of appropriate methods and strategies. As one of the basic cognitive abilities of the individual,memory capacity's importance is self-evident. Memory difficulties precisely hinder children with ASD effective learning, living, and one of the important factors involved in social interaction. In theory, the level and characteristics of the proven low functioning children with ASD memory Help us to help more comprehensive understanding of the cognitive abilities and characteristics of children with ASD, provide the basis for further propose effective intervention strategies in practice.Therefore, the memory of the children with ASD research is a topic of theoretical and practical significance.
This dissertation is based on a series of memories experiment results of low functioning ASD students in school. It mainly focuses on understanding different memory levels and characteristics of ASD students in prospective memory and retrospective memory (episodic memory, semantic memory), compared to the presence of students with mental retardation.
This dissertation is divided into four parts: PART I is a review and summery of previous literature and materials via sorting out the relevant research data on prospective memory, episodic memory, autobiographical memory, semantic memory, implicit memory and other aspects of the ASD individuals and clarifying the research background. Based on the background, I raise the subject of the research, which is exploring the different levels and features of students with low-functioning autism spectrum disorders by a series of comparative experiments.
PART II is about the experimental study on prospective memory of children with ASD, which is divided into three experiments. The first series is prospective memory experiments to study capacity and characteristics in different types of prospective memory of the low functioning ASD students. Experiment shows four results.
(1) The performance of two groups was poor on the various types of prospective memory tasks. The level prospective memory of the subjects with ASD was significantly lower than the control group.
(2) For ASD subjects, the type of memory material affected the test results of prospective memory. When the material was the animals in Cartoon, their prospective memory was significant insufficient.
(3) Different sensory channels affects both the two groups were prospective memory, the two groups were showing some visual advantage.
(4) The performance of two groups in the forward-looking task was not good, but there was no significant difference.
PART Ⅲ is about the experimental study on retrospective memory of children with ASD, which is divided into two parts:episodic memory study and semantic memory study,a total of six experimental.Episodic memory experiments, which examined the ability and the characteristics of children with ASD on personal episodic memory (autobiographical memory, self-related) and story memory (with others) through interviews and story memory. Experiment shows two results.
(1) In personal episodic memory experiments, the total number of words of the two groups showed no significant difference, however, the details of the ASD group were fewer.
(2) In the story episodic memory experiments, there were significant differences between two groups.
Semantic memory research, including explicit semantic memory experiments and implicit semantic memory experiments. through word clues and false memory examined the capabilities and characteristics of ASD students in explicit semantic memory. Two results were shown through experiment.
(1) There was no significant difference between two groups of subjects, but the level of processing had an impact on their explicit semantic memory.
(2) In the false memory experiments, there were no significant differences between groups. The recall of neutral words was better than emotional words and the hit rate of neutral words was also higher than the emotion words.
Completing organizing of word and fuzzy picture recognition were used to examine the capabilities and characteristics of ASD students in implicit semantic memory. Experimental results show that there were no significant differences of the two groups. In the word completion experiment, priming effect did not appear, and the priming effect appeared in the fuzzy picture experiment, which told us that their ability of perceptual processing was superior to the concept of processing.
PART IV is a comprehensive discussion about analyzing comprehensively of the literature study and the results of the experimental study of the paper,from three aspects are discussed:
1)The similarities and differences in the memory characteristics between Low functioning children with ASD and children with intellectual disabilities.
2) The relationship between memory impairment and social cognitive impairment and non-social cognitive impairment of Low functioning ASD.
3) The relationship between Memory impairment and brain dysfunction of Low functioning ASD.
PART V is about Inspiration and Prospects. Based on the conclusion of the comprehensive discussion, it puts forward suggestions on teaching low functioning ASD students in special schools, which are providing targeted and tailor-made training for ASD students with individual differences and individual differences of the internal memory capacity and this targeted approach needs to be reflected in both teaching content and methods. In future research we can consider the longitudinal study on memory of ASD individuals, in-depth study of the procedural memory, comparative study on the characteristics of individual memory of high and low functioning ASD, study on ASD individual memory strategies and intervention, as well as cognitive neuroscience research.
本研究对在校的低功能ASD儿童进行系列的记忆实验研究,主要考察他们与智力障碍儿童相比,其前瞻记忆和回溯记忆(包括情节记忆、语义记忆)的记忆水平和记忆特点。本研究共分为四大部分：
第一部分对相关文献进行综述。从ASD个体的前瞻记忆、情节记忆、自传体记忆、语义记忆、内隐记忆等方面梳理相关研究资料,阐明本课题的研究背景;在此基础上提出本论文的研究思路——采用一系列对比性实验,探讨低功能自闭症谱系障碍儿童不同层次的记忆水平及特点。
第二部分为自闭症谱系障碍儿童前瞻记忆的实验研究,由三个实验构成。主要考察低功能ASD儿童在不同类型前瞻记忆上的能力与特点。实验结果表明：(1)两组被试在各类型的前瞻记忆任务上表现均不佳,与对照组的智力障碍儿童相比,ASD被试在真实活动的前瞻记忆存在显著不足；(2)记忆材料的类型对ASD被试的前瞻记忆存在影响,当材料为拟人化的卡通动物时前瞻记忆存在显著不足；(3)不同感觉通道对两组被试的前瞻记忆均有影响,两组被试均体现出一定的视觉优势；(4)两组被试在时间前瞻的任务上表现均不佳,不存在显著差异。
第三部分为自闭症谱系障碍儿童回溯记忆的实验研究,包括情节记忆研究和语义记忆研究两个部分,共计两个大实验、六个分实验构成。情节记忆研究,通过访谈和故事情节记忆两种方式考察ASD儿童在个人情节记忆(自传体记忆、与自我有关的)及故事情节记忆(与他人有关的)方面的能力及特点。实验结果表明：(1)在个人情节记忆实验中,虽然两组被试语言的总字数无显著差异,但ASD组被试细节记忆数量少。(2)在故事情节记忆实验中,ASD组被试在记忆细节上同样显著落后于智障组被试。
语义记忆研究,包括外显语义记忆实验和内隐语义记忆实验。通过单词线索回忆和错误记忆两种方式考察ASD儿童在外显语义记忆方面的能力和特点。实验结果表明：(1)单词线索回忆实验中,单词的加工水平对两组被试的外显语义记忆均有影响,不存在组间显著差异。(2)在错误记忆实验中,两组被试不存在显著差异,对中立词的回忆均优于情感词；对中立词的击中亦高于情感词。
通过单词补全和模糊图片再认两种方式考察ASD儿童在内隐语义记忆方面的能力和特点。实验结果表明：两组被试无显著差异,在单词补全实验中未出现启动效应,在模糊图片实验中出现启动效应,说明他们的知觉加工优于概念加工。
第四部分为综合讨论与研究结论,主要综合分析论文中文献研究与实验研究的结果,从三个方面进行分析讨论并得出研究结论：
1)低功能自闭症谱系障碍儿童与智障儿童具有大致相同的记忆水平和不同的记忆特点。
2)低功能自闭症谱系障碍儿童的记忆障碍与社会认知障碍之间存在紧密和复杂的联系。
3)低功能自闭症谱系障碍儿童的记忆障碍与其脑功能障碍存在一定的联系。
第五部分为启示与展望。基于实验研究的结论,对特殊学校中低功能ASD儿童的教育教学提出：应针对ASD学生的个体间及个体内记忆能力的差异性对他们进行针对性的训练,要在教学内容和教学方法上体现出这种差异。在今后的研究可以考虑对ASD个体的记忆进行纵向研究、对ASD儿童的程序性记忆进行深入研究、进行高、低功能ASD个体记忆特点的比较研究、进行ASD个体记忆策略和干预的研究以及认知神经科学的研究。
In recent two decades, research about children with Autism Spectrum Disorders (ASD) has drawn more and more attention from Chinese academics, and a lot of projects have been done in this area. Nevertheless, many theoretical and practical problems still has not been solved, Autism is still a mystery topic to be further investigated and understood. When we turned to look at the ASD students in special schools, we found that the students were still having great difficulties in their learning. Quite often the teachers are not sure of how to get a hand on teaching and training of these students, because they cannot accurately grasp the cognitive abilities and characteristics of these children, and lake of appropriate methods and strategies. As one of the basic cognitive abilities of the individual,memory capacity's importance is self-evident. Memory difficulties precisely hinder children with ASD effective learning, living, and one of the important factors involved in social interaction. In theory, the level and characteristics of the proven low functioning children with ASD memory Help us to help more comprehensive understanding of the cognitive abilities and characteristics of children with ASD, provide the basis for further propose effective intervention strategies in practice.Therefore, the memory of the children with ASD research is a topic of theoretical and practical significance.
This dissertation is based on a series of memories experiment results of low functioning ASD students in school. It mainly focuses on understanding different memory levels and characteristics of ASD students in prospective memory and retrospective memory (episodic memory, semantic memory), compared to the presence of students with mental retardation.
This dissertation is divided into four parts: PART I is a review and summery of previous literature and materials via sorting out the relevant research data on prospective memory, episodic memory, autobiographical memory, semantic memory, implicit memory and other aspects of the ASD individuals and clarifying the research background. Based on the background, I raise the subject of the research, which is exploring the different levels and features of students with low-functioning autism spectrum disorders by a series of comparative experiments.
PART II is about the experimental study on prospective memory of children with ASD, which is divided into three experiments. The first series is prospective memory experiments to study capacity and characteristics in different types of prospective memory of the low functioning ASD students. Experiment shows four results.
(1) The performance of two groups was poor on the various types of prospective memory tasks. The level prospective memory of the subjects with ASD was significantly lower than the control group.
(2) For ASD subjects, the type of memory material affected the test results of prospective memory. When the material was the animals in Cartoon, their prospective memory was significant insufficient.
(3) Different sensory channels affects both the two groups were prospective memory, the two groups were showing some visual advantage.
(4) The performance of two groups in the forward-looking task was not good, but there was no significant difference.
PART Ⅲ is about the experimental study on retrospective memory of children with ASD, which is divided into two parts:episodic memory study and semantic memory study,a total of six experimental.Episodic memory experiments, which examined the ability and the characteristics of children with ASD on personal episodic memory (autobiographical memory, self-related) and story memory (with others) through interviews and story memory. Experiment shows two results.
(1) In personal episodic memory experiments, the total number of words of the two groups showed no significant difference, however, the details of the ASD group were fewer.
(2) In the story episodic memory experiments, there were significant differences between two groups.
Semantic memory research, including explicit semantic memory experiments and implicit semantic memory experiments. through word clues and false memory examined the capabilities and characteristics of ASD students in explicit semantic memory. Two results were shown through experiment.
(1) There was no significant difference between two groups of subjects, but the level of processing had an impact on their explicit semantic memory.
(2) In the false memory experiments, there were no significant differences between groups. The recall of neutral words was better than emotional words and the hit rate of neutral words was also higher than the emotion words.
Completing organizing of word and fuzzy picture recognition were used to examine the capabilities and characteristics of ASD students in implicit semantic memory. Experimental results show that there were no significant differences of the two groups. In the word completion experiment, priming effect did not appear, and the priming effect appeared in the fuzzy picture experiment, which told us that their ability of perceptual processing was superior to the concept of processing.
PART IV is a comprehensive discussion about analyzing comprehensively of the literature study and the results of the experimental study of the paper,from three aspects are discussed:
1)The similarities and differences in the memory characteristics between Low functioning children with ASD and children with intellectual disabilities.
2) The relationship between memory impairment and social cognitive impairment and non-social cognitive impairment of Low functioning ASD.
3) The relationship between Memory impairment and brain dysfunction of Low functioning ASD.
PART V is about Inspiration and Prospects. Based on the conclusion of the comprehensive discussion, it puts forward suggestions on teaching low functioning ASD students in special schools, which are providing targeted and tailor-made training for ASD students with individual differences and individual differences of the internal memory capacity and this targeted approach needs to be reflected in both teaching content and methods. In future research we can consider the longitudinal study on memory of ASD individuals, in-depth study of the procedural memory, comparative study on the characteristics of individual memory of high and low functioning ASD, study on ASD individual memory strategies and intervention, as well as cognitive neuroscience research.
引文
Michael S. Gazzaniga等.周晓林,高定国.(2011).认知神经科学.北京：中国轻工业出版社.
白文.(2009).幼儿心理时间之旅的发展特点及其与心理理论的关系山东：山东师范大学.
陈幼贞,黄希庭,袁宏.(2010).一种混合型前瞻记忆的加工机制.心理学42(11),1040-1049.
陈顺森,白学军,张日异.(2011).自闭症谱系障碍的症状、诊断与干预.心理科学进展,19(1),60-72.
陈顺森,等.(2012).背景性质对7-10岁自闭症谱系障碍儿童面孔搜索与加工的作用.心理科学,35(4),778-785.
陈永明,雷晓军,宋均.(1992).句子加工和语义记忆结构的实验研究.心理学报,(2),113-118.
邓赐平,刘明.(2005).自闭症诊断理论的进展与困顿.中国特殊教育,(3),63-67.
董立达.(2007).认知方式、注意水平对前瞻记忆的影响——基于任务类型和TAP效应的研究济南：山东师范大学.
黄先伟,何成森.(2010).自传体记忆与相关记忆的概念辨析.湖北成人教育学院学报,16(3),6-7.
金宇.(2008).孤独症谱系障碍儿童社会认知缺陷的神经心理机制及早期筛查工具的研究.长沙：中南大学.
刘晓明.(2008).孤独症儿童工作记忆中的注意焦点转换.兰州：西北师范大学.
刘玥伶.(2009).孤独症儿童记忆研究.重庆：西南大学.
刘耀中.(2001).基于系统说与加工说的记忆系统建构模型.华东师范大学学报(教育科学版),19(1),64-69.
刘春玲,谭和平.(2005).智力落后儿童词汇语义记忆组织的实验研究.心理科学,28(5),1104-1107.
刘伟,王丽娟.(2008).前瞻记忆的实验研究方法述评.心理科学31(4),943-945.
李咏梅,邹小兵,李建英,等.(2006).高功能孤独症和Asperger综合征儿童的中央凝聚性研究.中国儿童保健杂志,14(1),15-17.
李雪,刘靖,杨文等.(2012).高功能孤独症儿童执行功能和心理推理能力特点及临床症状.临床精神病学,8,584-589.
李宁生.(2001).自闭症神经机制研究的新进展.心理科学,24,(2),249-250.
李文娟,吴艳红,刘艳芳.(2005).孤独症个体的记忆与自我知识.心理科学,28(3),694-696.
林云强,赵斌,张福娟.(2011).自闭症儿童刻板行为的分析及干预策略探讨.中国儿童保健杂志,19(5),441-443.
毛明.(2004).自传体记忆的概念及其主要现象.莱阳农学院学报,16(3),85-89.
彭聃龄.(1988).普通心理学.北京：北京师范大学出版社.
任智.(2004).关于内隐记忆的理论综述.昭通师范高等专科学校学报,26(2),36-40.
孙国仁.(2001).内隐记忆研究进展..内蒙古师范大学学报,(2),33-36.
孙永珍,傅根跃.(2006).孤独症相关脑机制的研究现状.中国特殊教育,(2),56-57.
邵志芳.(2006).认知心理学——理论、实验和应用.上海：上海教育出版社.
隋洁,吴艳红.(2004).心理时间之旅——情景记忆的独特性.北京大学学报(自然科学版),40(2),326-332.
舒明跃.(2000).孤独症的脑影像学研究.国外医学精神病学分册,27(2),101-104.
王鹤.(2008).9—18岁孤独症学生执行功能特点研究.大连：辽宁师范大学.
王鹏云,李娟.(2009).轻度认知损伤的语义记忆研究评述.心理科学进展,17(5),931-937.
王佶,王艺,高鸿云.(2006).儿童孤独症的诊治进展.国际儿科学杂志向,33(1),42.
薛燕飞,李元建.(2007).来源记忆及其相关研究概述.精神医学杂志,20(3),188-190.
姚岚,刘美兰,王鉴棋.(2010).ASD儿童表征自我和他人错误信念.医学与哲学,9,8-11.
杨娟,周世杰.(2006).自闭症儿童执行功能研究.中国临床心理学杂之,14(2),142-145.
杨娟.(2007).孤独症儿童心理理论和执行功能的研究长沙：中南大学.
杨治良,李林.(2006).内隐记忆研究的回顾和展望.心理学探新,26(4),3-8.
杨治良,郭力平,王沛,陈宁.(2004).记忆心理学.上海：华东师范大学出版社.
杨红升.(2004).自传体记忆研究的若干新进展.北京大学学报(自然科学版),40(6),1001-1010.
周楚,杨治良.(2004).错误记忆研究范式评介.心理科学,27(4),909-912.
周楚,杨治良,秦金亮.(2007).错误记忆的产生是否依赖对词表的有意加工：无意识激活的证据.心理学报,39(1),43-49.
周玉福,陶洪梅等.(2010).图片交换沟通系统对自闭症儿童情绪认知影响的实验研究.重庆医学,7(39),1644.
周念丽,方俊明.(2004).自闭症幼儿的视觉性自我认知实验研究.心理科学,27(6),1414-1417.
左秋芳,胡晓毅.(2012).国外自闭症谱系障碍儿童刻板行为的干预研究综述.中国特殊教育,8,35-42.
钟非凡.(2011).“人肉照相机”斯蒂芬.威尔夏.三月风,(11),39.
赵晋全,杨治良.(2002).内隐记忆研究新进展.山西大学学报(哲学社会科学版),25(1),25.
赵佳,方格.(2005).婴幼儿自传体记忆研究的现状与展望.中国特殊教育,(9),86-90.
张芝,王健,葛列众.(2006).前瞻记忆的理论模型综述.应用心理学,12(1),91-94.
张镇,张建新.(2008).自传体记忆过度概况化现象及其机制的临床研究.中国临床心理学杂志,16(2),157-160.
朱晓斌,王静丽,李晓芳.(2009).孤独症儿童工作记忆的研究现状.中国特殊教育,(8),39-43.
百度百科.认知神经科学[EB/OL]. http://baike.baidu.com/view/883317.htm.
麦田阳光自闭儿童助残中心.关于刻板行为.[EB/OL]. http://blog.sina.com.cn/s/blog_72eadedd01013d7m.html.
Annette Farrant, Mark Blades, Jill Boucher. (1998). Source Monitoring by Children with Autism. Journal of Autism and Developmental Disorders,28(1),43-50.
Adler N, Nadler B, Eviatar Z, Shamay-Tsoory SG. (2010). The relationship between theory of mind and autobiographical memory in high-functioning autism and Asperger syndrome. Psychiatry Res,178(1),214-6.
Altgassen M, Tim I Williams, Sven Bolte. et al. (2009). Time-based prospective memory in individuals with autism spectrum disorder. Brain Impair,10,52-58.
Bowler,D. M.,Gardiner.J. M., & Grice. S. J. (2000). Episodic Memory and Remembering in Adults with Asperger Syndrome. Journal of Autism and Developmental Disorders, 30(4),295-304.
Bowler, D. M., Gardiner, J. M., & Gaigg, S. B. (2007). Factors affecting conscious awareness in the recollective experience of adults with Asperger's syndrome. Consciousness and Cognition,16,124-143.
Bowler, D. M., Matthews, N. J., & Gardiner, J. M. (1997). Asperger's syndrome and memory:Similarity to autism but not amnesia. Neuropsychologia,35,65-70.
Block, R. A., Zakay, D. (2006). Prospective Remembering Involves Time Estimation and Memory Processes. In:Glicksohn, J., Myslobodsky, M.S. Timing the Future:The Case for a Time-Based Prospective Memory,California:World Scientific Publishing Co..Pte. Ltd.
Busby, J., & Suddendorf, T. (2005). Recalling yesterday and predicting tomorrow. Cognitive Development,20,362-372.
Boucher, J. (1981). Immediate free recall in early childhood autism:Another point of similarity with the amnesic syndrome. British Journal of Psychology,72,211-215.
Boucher J, Warrington E. K. (1976). Memory deficits in early infantile autism:Some similarities to the amnesic syndrome. British Journal of Psychology,67,73-87.
Brewer WF.. (1986). What is autobiographical memory. In:D C. Rubin. (1986). Autobiographical Memory. Cambridge University Press.
Brandimonte, Maria A. Filippello, Pina. Coluccia, Emanuele. Altgassen, Mareike. Kliegel, Matthias. (2011). To do or not to do? Prospective memory versus response inhibition in autism spectrum disorder and attention-deficit hyperactivity disorder. Memory,19,56-66.
Claire Millward, Stuart Powell, David Messer, Rita Jordan. (2000). Recall for Self and Other in Autism:Children's Memory for Events Experienced by Themselves and Their Peers. Journal of Autism and Developmental Disorders,30(1),15-28.
Crane, L., Goddard, L., & Pring, L.. (2009). Specific and general autobiographical knowledge in adults with autism spectrum disorders:The role of personal goals. Memory,17(5),557-576.
Catherine R. G. Jones, Francesca Happe', Andrew Pickles, Anita J. S. Marsden, Jenifer Tregay, Gillian Baird, Emily Simonoff, Tony Charman.. (2011).'Everyday Memory'Impairments in Autism Spectrum Disorders. Journal of Autism and Developmental Disorders,41(4),455-464.
D'Argembeau, A., Raffard, S., & Van der Linden, M.. (2008). Remembering the past and imagining the future in schizophrenia. Journal of Abnormal Psychology,117, 247-251.
Fein D, Dunn MA, Allen DM, Aram R, Hall N, Morris R, Wilson BC. (1996). Neuropsychological and language findings. In:Rapin I, editor. Preschool children with inadequate communication:Developmental language disorder, autism, low IQ. London:Mac Keith Press.
Farrant A, Blades M, Boucher J.. (1998). Source monitoring by children with autism. Journal of Autism Dev Disord,28,43-50.
Frith U. (1970,). Studies in pattern detection in normal and autistic children:Ⅱ.Reproduction and production of color sequences. Journal of Experimental Child Psychology, 10,120-135.
Hassabis, D., & Maguire, E. A. (2007). Deconstructing episodic memory with construction. Trends in Cognitive Sciences,11,299-306.
Hermelin, B., & O'Conor, N. (1967). Remembering of words by psychotic and subnormal children. British Journal of Psychology,58,213-218.
Klin, A. K., Sparrow, S. S., de Bildt, A., Cicchetti, D. V., Cohen, D. J., Volkmar, F. R.. (1999). A normed study of face recognition in autism and related disorders. Journalof Autism and Developmental Disorders,29,499-508.
Kerr S, Durkin K, Maybery M.. (2003). The screening of autism in 8-month-old infants: implications for theories of autism. Australian Journal of Psychology, Supplement, 55,189.
Loma Goddard. Patricia Howlin. Barbara Dritschel. Trishna Patel. (2007). Autobiographical Memory and Social Problem-solving in Asperger Syndrome. Journal Autism Dev Disord,37,291-300.
Laura Crane. Lorna Goddard. (2008). Episodic and Semantic Autobiographical Memory in Adults with Autism Spectrum Disorders. J Autism Dev Disord,38,498-506.
Laura Crane, Lorna Goddard, Linda Pring. (2010). Self-defining and Everyday Autobiographical Memories in Adults with Autism Spectrum Disorders. J Autism Dev Disord,(40),383-391.
Motomi Toichil,Yoko Kamio. (2003). Long-Term Memory in High-Functioning Autism: Controversy on Episodic Memory in Autism Reconsidered. Journal of Autism and Developmental Disorders,33(2),151-161.
Markowitsch H J. (1995). Which Brain Regions are Critically Involved in the Retrieval of Old Episodic Memory? Brain Research Reviews,21,117-127.
Minshew NJ, Goldstein G, Siegel DJ. (1997). Neuropsychologic functioning in autism: Profile of a complex information processing disorder. Journal of the International Neuropsychological Society,3,303-316.
Mareike Altgassen, Maren Schmitz-Hubsch, Matthias Kliegel. (2010). Event-based prospective memory performance in autism spectrum disorder.Journal of Autism and Developmental Disorders,2:2-8
Mackinlay R, Charman T, Karmiloff-Smith A. (2006). High-functioning children with autism spectrum disorder:a novel test of multitasking. Brain Cogn,61,14-24.
O'Connor, N., & Hermelin, B. (1967). Auditory and visual memory in autistic and normal children. Journal of Mental Deficiency Research,11,126-131.
Perner, J. (2000). Memory and theory of mind. In E. Tulving & F. I.M. Craik (Eds.), The Oxford handbook of memory. New York, NY:Oxford University Press.
Peggy Renner, Laura Grofer Klinger, Mark R. Klinger. (2000). Implicit and Explicit Memory in Autism:Is Autism an Amnesic Disorder? Journal of Autism and DevelopmentalDisorders,30(1),3-14.
Rajendran G, Law AS, Logie RH.et al. (2011). Investigating multitasking in high-functioning adolescents with autism spectrum disorders using the Virtual Errands Task. J Autism DevDisord,41,1445-1454.
Rumsey J. M, Hamburger, S. D. (1990). Neuropsychological divergence of high-level autism and severe dyslexia. Journal of Autism and Developmental Disorders, 20,155-168.
Szelag E, Kowalska J, Galkowski T. et al. (2004). Temporal processing deficits in high-functioning children with autism. British Journal of Psychology,95,269-282.
Satoshi Umeda, Yoshiko Kurosaki, Yuri Terasawa. et al. (2011). Deficits in prospective memory following damage to the prefrontal cortex. Neuropsychology of Prospective Memory,49(8),2178-2184.
Sebastian B.Gaigg,Dermot M. Bowler. (2009). Illusory Memories of Emotionally Charged Words in Autism Spectrum Disorder:Further Evidence for Atypical Emotion Processing Outside the Social Domain. J Autism DevDisord,39,1031-1038.
Sophie E. Lind and Dermot M. Bowler.. (2010). Episodic Memory and Episodic Future Thinking in Adults With Autism. Journal of Abnormal Psychology(?) 2010 American Psychological Association,119(4),896-905.
Sophie E. Lind,Dermot M. Bowler. (2009). Recognition Memory,Self-Other Source
Memory,and Theory-of-Mind in Children with Autism Spectrum Disorder. J Autism Dev Disord,39,1231-1239.
Suddendorf, T., & Corballis, M. C. (1997). Mental time travel and the evolution of the human mind. Genetic, Social, and General Psychology Monographs,123,133-167.
Spreng, R. N., Mar, R. A., & Kim, A. S. N. (2009). The common neural basis of autobiographical memory, prospection, navigation, theory of mind, and the default mode:A quantitative meta-analysis. Journal of Cognitive Neuroscience,21,489-510.
Tulving, E. (1999). On the uniqueness of episodic memory. In L. G. Nilsson, & H. J. Markowitsch(Eds.), Cognitive Neuroscience of Memory. Seattle, WA, US:Hogrefe & Huber Publishers.
Tager-Flusberg, H. (1991). Semantic processing in the free recall of autistic children. British Journal of Developmental Psychology,9,417-430.
Wheeler MA, Stuss D T, Tulving E. (1997). Toward a Theory of Episodic Memory:the Frontal Lobes and Autonoetic Consciousness. Psychological Bulletin, 121(3),331-354.
Wojcik D. Z, Allen, R. J, Brown,C.et al. (2011). Memory for actions in autism spectrum disorder. Memory,19(6),549-558.
Yoko Kamio, Motomi Toichi. (2007). Memory Illusion in High-Functioning Autism and Asperger's Disorder. J Autism Dev Disord,(37),867-876.
白文.(2009).幼儿心理时间之旅的发展特点及其与心理理论的关系山东：山东师范大学.
陈幼贞,黄希庭,袁宏.(2010).一种混合型前瞻记忆的加工机制.心理学42(11),1040-1049.
陈顺森,白学军,张日异.(2011).自闭症谱系障碍的症状、诊断与干预.心理科学进展,19(1),60-72.
陈顺森,等.(2012).背景性质对7-10岁自闭症谱系障碍儿童面孔搜索与加工的作用.心理科学,35(4),778-785.
陈永明,雷晓军,宋均.(1992).句子加工和语义记忆结构的实验研究.心理学报,(2),113-118.
邓赐平,刘明.(2005).自闭症诊断理论的进展与困顿.中国特殊教育,(3),63-67.
董立达.(2007).认知方式、注意水平对前瞻记忆的影响——基于任务类型和TAP效应的研究济南：山东师范大学.
黄先伟,何成森.(2010).自传体记忆与相关记忆的概念辨析.湖北成人教育学院学报,16(3),6-7.
金宇.(2008).孤独症谱系障碍儿童社会认知缺陷的神经心理机制及早期筛查工具的研究.长沙：中南大学.
刘晓明.(2008).孤独症儿童工作记忆中的注意焦点转换.兰州：西北师范大学.
刘玥伶.(2009).孤独症儿童记忆研究.重庆：西南大学.
刘耀中.(2001).基于系统说与加工说的记忆系统建构模型.华东师范大学学报(教育科学版),19(1),64-69.
刘春玲,谭和平.(2005).智力落后儿童词汇语义记忆组织的实验研究.心理科学,28(5),1104-1107.
刘伟,王丽娟.(2008).前瞻记忆的实验研究方法述评.心理科学31(4),943-945.
李咏梅,邹小兵,李建英,等.(2006).高功能孤独症和Asperger综合征儿童的中央凝聚性研究.中国儿童保健杂志,14(1),15-17.
李雪,刘靖,杨文等.(2012).高功能孤独症儿童执行功能和心理推理能力特点及临床症状.临床精神病学,8,584-589.
李宁生.(2001).自闭症神经机制研究的新进展.心理科学,24,(2),249-250.
李文娟,吴艳红,刘艳芳.(2005).孤独症个体的记忆与自我知识.心理科学,28(3),694-696.
林云强,赵斌,张福娟.(2011).自闭症儿童刻板行为的分析及干预策略探讨.中国儿童保健杂志,19(5),441-443.
毛明.(2004).自传体记忆的概念及其主要现象.莱阳农学院学报,16(3),85-89.
彭聃龄.(1988).普通心理学.北京：北京师范大学出版社.
任智.(2004).关于内隐记忆的理论综述.昭通师范高等专科学校学报,26(2),36-40.
孙国仁.(2001).内隐记忆研究进展..内蒙古师范大学学报,(2),33-36.
孙永珍,傅根跃.(2006).孤独症相关脑机制的研究现状.中国特殊教育,(2),56-57.
邵志芳.(2006).认知心理学——理论、实验和应用.上海：上海教育出版社.
隋洁,吴艳红.(2004).心理时间之旅——情景记忆的独特性.北京大学学报(自然科学版),40(2),326-332.
舒明跃.(2000).孤独症的脑影像学研究.国外医学精神病学分册,27(2),101-104.
王鹤.(2008).9—18岁孤独症学生执行功能特点研究.大连：辽宁师范大学.
王鹏云,李娟.(2009).轻度认知损伤的语义记忆研究评述.心理科学进展,17(5),931-937.
王佶,王艺,高鸿云.(2006).儿童孤独症的诊治进展.国际儿科学杂志向,33(1),42.
薛燕飞,李元建.(2007).来源记忆及其相关研究概述.精神医学杂志,20(3),188-190.
姚岚,刘美兰,王鉴棋.(2010).ASD儿童表征自我和他人错误信念.医学与哲学,9,8-11.
杨娟,周世杰.(2006).自闭症儿童执行功能研究.中国临床心理学杂之,14(2),142-145.
杨娟.(2007).孤独症儿童心理理论和执行功能的研究长沙：中南大学.
杨治良,李林.(2006).内隐记忆研究的回顾和展望.心理学探新,26(4),3-8.
杨治良,郭力平,王沛,陈宁.(2004).记忆心理学.上海：华东师范大学出版社.
杨红升.(2004).自传体记忆研究的若干新进展.北京大学学报(自然科学版),40(6),1001-1010.
周楚,杨治良.(2004).错误记忆研究范式评介.心理科学,27(4),909-912.
周楚,杨治良,秦金亮.(2007).错误记忆的产生是否依赖对词表的有意加工：无意识激活的证据.心理学报,39(1),43-49.
周玉福,陶洪梅等.(2010).图片交换沟通系统对自闭症儿童情绪认知影响的实验研究.重庆医学,7(39),1644.
周念丽,方俊明.(2004).自闭症幼儿的视觉性自我认知实验研究.心理科学,27(6),1414-1417.
左秋芳,胡晓毅.(2012).国外自闭症谱系障碍儿童刻板行为的干预研究综述.中国特殊教育,8,35-42.
钟非凡.(2011).“人肉照相机”斯蒂芬.威尔夏.三月风,(11),39.
赵晋全,杨治良.(2002).内隐记忆研究新进展.山西大学学报(哲学社会科学版),25(1),25.
赵佳,方格.(2005).婴幼儿自传体记忆研究的现状与展望.中国特殊教育,(9),86-90.
张芝,王健,葛列众.(2006).前瞻记忆的理论模型综述.应用心理学,12(1),91-94.
张镇,张建新.(2008).自传体记忆过度概况化现象及其机制的临床研究.中国临床心理学杂志,16(2),157-160.
朱晓斌,王静丽,李晓芳.(2009).孤独症儿童工作记忆的研究现状.中国特殊教育,(8),39-43.
百度百科.认知神经科学[EB/OL]. http://baike.baidu.com/view/883317.htm.
麦田阳光自闭儿童助残中心.关于刻板行为.[EB/OL]. http://blog.sina.com.cn/s/blog_72eadedd01013d7m.html.
Annette Farrant, Mark Blades, Jill Boucher. (1998). Source Monitoring by Children with Autism. Journal of Autism and Developmental Disorders,28(1),43-50.
Adler N, Nadler B, Eviatar Z, Shamay-Tsoory SG. (2010). The relationship between theory of mind and autobiographical memory in high-functioning autism and Asperger syndrome. Psychiatry Res,178(1),214-6.
Altgassen M, Tim I Williams, Sven Bolte. et al. (2009). Time-based prospective memory in individuals with autism spectrum disorder. Brain Impair,10,52-58.
Bowler,D. M.,Gardiner.J. M., & Grice. S. J. (2000). Episodic Memory and Remembering in Adults with Asperger Syndrome. Journal of Autism and Developmental Disorders, 30(4),295-304.
Bowler, D. M., Gardiner, J. M., & Gaigg, S. B. (2007). Factors affecting conscious awareness in the recollective experience of adults with Asperger's syndrome. Consciousness and Cognition,16,124-143.
Bowler, D. M., Matthews, N. J., & Gardiner, J. M. (1997). Asperger's syndrome and memory:Similarity to autism but not amnesia. Neuropsychologia,35,65-70.
Block, R. A., Zakay, D. (2006). Prospective Remembering Involves Time Estimation and Memory Processes. In:Glicksohn, J., Myslobodsky, M.S. Timing the Future:The Case for a Time-Based Prospective Memory,California:World Scientific Publishing Co..Pte. Ltd.
Busby, J., & Suddendorf, T. (2005). Recalling yesterday and predicting tomorrow. Cognitive Development,20,362-372.
Boucher, J. (1981). Immediate free recall in early childhood autism:Another point of similarity with the amnesic syndrome. British Journal of Psychology,72,211-215.
Boucher J, Warrington E. K. (1976). Memory deficits in early infantile autism:Some similarities to the amnesic syndrome. British Journal of Psychology,67,73-87.
Brewer WF.. (1986). What is autobiographical memory. In:D C. Rubin. (1986). Autobiographical Memory. Cambridge University Press.
Brandimonte, Maria A. Filippello, Pina. Coluccia, Emanuele. Altgassen, Mareike. Kliegel, Matthias. (2011). To do or not to do? Prospective memory versus response inhibition in autism spectrum disorder and attention-deficit hyperactivity disorder. Memory,19,56-66.
Claire Millward, Stuart Powell, David Messer, Rita Jordan. (2000). Recall for Self and Other in Autism:Children's Memory for Events Experienced by Themselves and Their Peers. Journal of Autism and Developmental Disorders,30(1),15-28.
Crane, L., Goddard, L., & Pring, L.. (2009). Specific and general autobiographical knowledge in adults with autism spectrum disorders:The role of personal goals. Memory,17(5),557-576.
Catherine R. G. Jones, Francesca Happe', Andrew Pickles, Anita J. S. Marsden, Jenifer Tregay, Gillian Baird, Emily Simonoff, Tony Charman.. (2011).'Everyday Memory'Impairments in Autism Spectrum Disorders. Journal of Autism and Developmental Disorders,41(4),455-464.
D'Argembeau, A., Raffard, S., & Van der Linden, M.. (2008). Remembering the past and imagining the future in schizophrenia. Journal of Abnormal Psychology,117, 247-251.
Fein D, Dunn MA, Allen DM, Aram R, Hall N, Morris R, Wilson BC. (1996). Neuropsychological and language findings. In:Rapin I, editor. Preschool children with inadequate communication:Developmental language disorder, autism, low IQ. London:Mac Keith Press.
Farrant A, Blades M, Boucher J.. (1998). Source monitoring by children with autism. Journal of Autism Dev Disord,28,43-50.
Frith U. (1970,). Studies in pattern detection in normal and autistic children:Ⅱ.Reproduction and production of color sequences. Journal of Experimental Child Psychology, 10,120-135.
Hassabis, D., & Maguire, E. A. (2007). Deconstructing episodic memory with construction. Trends in Cognitive Sciences,11,299-306.
Hermelin, B., & O'Conor, N. (1967). Remembering of words by psychotic and subnormal children. British Journal of Psychology,58,213-218.
Klin, A. K., Sparrow, S. S., de Bildt, A., Cicchetti, D. V., Cohen, D. J., Volkmar, F. R.. (1999). A normed study of face recognition in autism and related disorders. Journalof Autism and Developmental Disorders,29,499-508.
Kerr S, Durkin K, Maybery M.. (2003). The screening of autism in 8-month-old infants: implications for theories of autism. Australian Journal of Psychology, Supplement, 55,189.
Loma Goddard. Patricia Howlin. Barbara Dritschel. Trishna Patel. (2007). Autobiographical Memory and Social Problem-solving in Asperger Syndrome. Journal Autism Dev Disord,37,291-300.
Laura Crane. Lorna Goddard. (2008). Episodic and Semantic Autobiographical Memory in Adults with Autism Spectrum Disorders. J Autism Dev Disord,38,498-506.
Laura Crane, Lorna Goddard, Linda Pring. (2010). Self-defining and Everyday Autobiographical Memories in Adults with Autism Spectrum Disorders. J Autism Dev Disord,(40),383-391.
Motomi Toichil,Yoko Kamio. (2003). Long-Term Memory in High-Functioning Autism: Controversy on Episodic Memory in Autism Reconsidered. Journal of Autism and Developmental Disorders,33(2),151-161.
Markowitsch H J. (1995). Which Brain Regions are Critically Involved in the Retrieval of Old Episodic Memory? Brain Research Reviews,21,117-127.
Minshew NJ, Goldstein G, Siegel DJ. (1997). Neuropsychologic functioning in autism: Profile of a complex information processing disorder. Journal of the International Neuropsychological Society,3,303-316.
Mareike Altgassen, Maren Schmitz-Hubsch, Matthias Kliegel. (2010). Event-based prospective memory performance in autism spectrum disorder.Journal of Autism and Developmental Disorders,2:2-8
Mackinlay R, Charman T, Karmiloff-Smith A. (2006). High-functioning children with autism spectrum disorder:a novel test of multitasking. Brain Cogn,61,14-24.
O'Connor, N., & Hermelin, B. (1967). Auditory and visual memory in autistic and normal children. Journal of Mental Deficiency Research,11,126-131.
Perner, J. (2000). Memory and theory of mind. In E. Tulving & F. I.M. Craik (Eds.), The Oxford handbook of memory. New York, NY:Oxford University Press.
Peggy Renner, Laura Grofer Klinger, Mark R. Klinger. (2000). Implicit and Explicit Memory in Autism:Is Autism an Amnesic Disorder? Journal of Autism and DevelopmentalDisorders,30(1),3-14.
Rajendran G, Law AS, Logie RH.et al. (2011). Investigating multitasking in high-functioning adolescents with autism spectrum disorders using the Virtual Errands Task. J Autism DevDisord,41,1445-1454.
Rumsey J. M, Hamburger, S. D. (1990). Neuropsychological divergence of high-level autism and severe dyslexia. Journal of Autism and Developmental Disorders, 20,155-168.
Szelag E, Kowalska J, Galkowski T. et al. (2004). Temporal processing deficits in high-functioning children with autism. British Journal of Psychology,95,269-282.
Satoshi Umeda, Yoshiko Kurosaki, Yuri Terasawa. et al. (2011). Deficits in prospective memory following damage to the prefrontal cortex. Neuropsychology of Prospective Memory,49(8),2178-2184.
Sebastian B.Gaigg,Dermot M. Bowler. (2009). Illusory Memories of Emotionally Charged Words in Autism Spectrum Disorder:Further Evidence for Atypical Emotion Processing Outside the Social Domain. J Autism DevDisord,39,1031-1038.
Sophie E. Lind and Dermot M. Bowler.. (2010). Episodic Memory and Episodic Future Thinking in Adults With Autism. Journal of Abnormal Psychology(?) 2010 American Psychological Association,119(4),896-905.
Sophie E. Lind,Dermot M. Bowler. (2009). Recognition Memory,Self-Other Source
Memory,and Theory-of-Mind in Children with Autism Spectrum Disorder. J Autism Dev Disord,39,1231-1239.
Suddendorf, T., & Corballis, M. C. (1997). Mental time travel and the evolution of the human mind. Genetic, Social, and General Psychology Monographs,123,133-167.
Spreng, R. N., Mar, R. A., & Kim, A. S. N. (2009). The common neural basis of autobiographical memory, prospection, navigation, theory of mind, and the default mode:A quantitative meta-analysis. Journal of Cognitive Neuroscience,21,489-510.
Tulving, E. (1999). On the uniqueness of episodic memory. In L. G. Nilsson, & H. J. Markowitsch(Eds.), Cognitive Neuroscience of Memory. Seattle, WA, US:Hogrefe & Huber Publishers.
Tager-Flusberg, H. (1991). Semantic processing in the free recall of autistic children. British Journal of Developmental Psychology,9,417-430.
Wheeler MA, Stuss D T, Tulving E. (1997). Toward a Theory of Episodic Memory:the Frontal Lobes and Autonoetic Consciousness. Psychological Bulletin, 121(3),331-354.
Wojcik D. Z, Allen, R. J, Brown,C.et al. (2011). Memory for actions in autism spectrum disorder. Memory,19(6),549-558.
Yoko Kamio, Motomi Toichi. (2007). Memory Illusion in High-Functioning Autism and Asperger's Disorder. J Autism Dev Disord,(37),867-876.