Even though previous research pointed out the important role of executive function in language development (Luria, 1966; Barkley, 2011; Mazuka, 2009; Ye & Zhu, 2009; Kimhi et al., 2014; Joseph et al., 2005), the results are inconclusive. The rela- tionship between executive linguistic and social functioning is poorly understood.
Executive functioning is really a manner of processing information and it utilizes predominantly the prefrontal areas of the brain. These frontal areas take in informa- tion: sensory, affective, reinforcement, and memory from the various areas of the brain and process this information in order to make the best motor response. These functions are often listed by the types of tasks or operations they are involved in (v.i.).
The executive functions consist of higher‐order cognitive operations such as plan- ning, working memory, inhibition, and attention shifting that guide human behavior, participate in problem solving, and generate solutions based on existing information (Joseph et al., 2005; Landa & Godberg, 2005; Kimhi et al., 2014). Previous research reported that children with autism exhibited deficits in executive function working memory and inhibitory control domains as well as planning (Joseph et al., 2005;
Landa & Godberg, 2005). The connection between ToM and executive function was suggested by several studies (Barnes & Baron‐Cohen, 2012; Kimhi et al., 2014). It was speculated that executive functioning mediates or indirectly contributes to lan- guage production, sentence processing, and nonlinguistic information (Barkley, 2011;
Mazuka et al., 2009; Joseph et al., 2005). Additionally, the study by Kimhi et al.
(2014) suggested that verbal ability plays an important role in the relationship between executive function and ToM skills in ASD as well as playing a causal role in the devel- opment of ToM abilities in both ASD and typically developing children.
The following is a recent example of someone with ASD whose difficulties are very much related to deficits in producing accurate and effective autobiographical memories, in part, due to executive difficulties, and in part, due to an intellectual disability/developmental delay. Lou was a 22‐year‐old young man with severe autism, intellectual disability, and ADHD. He was clearly a special needs person who did not understand much of what was going on around him. He was wandering around one evening when two thugs, recognizing an innocent when they saw one, put him in a headlock and started banging him on the concrete. A woman drove by and saw the action and was able to see that Lou was special needs, and got the two men to stop beating him. As she went back to her car, Lou followed her and put his arm on her shoulder to thank her. She was surprised, but then understood and drove
off. The two men went after Lou and attacked him again. When the police came the men said they were preventing him from raping the woman. Then the police tried to Mirandize Lou (but did it inappropriately). Lou clearly had no idea of the conse- quences of his conversation with the police, where he reiterated the story about the intended rape (though he clearly does not have the ability to plan such an action).
The police then arrested him. In fact, Lou was afraid of sex, having been molested several times in various facilities by people of both genders. While in prison, he had difficulty reporting his own medical condition, and suffered several seizures and dehydration. The evening after I saw him, another inmate launched into him and beat him so severely that his head was black and blue and one eye was closed. These beatings continued. He was protected a bit by the prison psychiatrist. Lou under- stood full well that reporting the names of the beaters would make it even worse.
Then the prison guards started beating him. His parents (and I) knew full well that only death would cause an end to the beatings, but for some reason, the judges refused to take any action that could preserve Lou’s life. He was deemed incompe- tent to stand trial, but even though clearly no amount of training would make him competent, he is waiting in jail for a place in a state hospital that will try to train him to become competent. Although we have problems with the initial thugs, the other people involved just do not seem to have the foggiest idea of the difficulties of such ASD people, especially those with ADHD and intellectual disabilities/developmen- tal delays, to provide autobiographical memory that is accurate and helpful to them- selves. And the others in the judicial system do not understand the difficulties people like Lou have.
Take‐Home Points
•
There are autobiographical memory impairments in autism.•
The theoretical model of autobiographical memory portrays the connection of ToM, narrative speech, and executive functions in encoding and memory formations.•
The research revealed impairments in episodic and semantic memories, memories for faces, and prospective and associative memories for names and people (Bordignon et al., 2015).•
The results for working memory deficits are inconclusive and warrants further research.•
Additionally, the links among memory, narrative abilities, ToM, and executive functioning provide information for connection between brain networks and warrants further exploration for functional connectivity.•
Incorporation and integration of developmental, cognitive, social approaches, and neuroimaging approaches will provide additional information on the brain development and autobiographical memories in individuals with autism.References
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From Autobiographical Memory to Eyewitness Memory: Empirical Findings
and Methodological Assessments
Part II
7
The Wiley Handbook of Memory, Autism Spectrum Disorder, and the Law, First Edition.
Edited by Jonni L. Johnson, Gail S. Goodman, and Peter C. Mundy.
© 2018 John Wiley & Sons Ltd. Published 2018 by John Wiley & Sons Ltd.
Remembering our past is a key component of psychological well‐being, serving several important personal and social functions. Memories provide us with an understanding of who we are, maintaining our sense of self over time (Conway, 2005). They assist us in personal problem solving by providing a database from which we can reason and develop effective strategies (Williams, 1996). Drawing on past experience can play a role in emotion regulation, as low moods may be tempered by recalling positive mem- ories (Wilson, Gunn, & Ross, 2009). Memory also supports our social world, as shar- ing our life story with others allows us to forge and cement new attachments (Neisser, 1978; Nelson, 1993).
Given the substantial role that autobiographical memory plays in psychological health, it is not surprising that a considerable amount of research on the topic has occurred within the context of different mental health conditions. In this respect, autism spectrum disorder (ASD) has been highlighted, and there is now a substantial research base demonstrating a variety of autobiographical memory deficits that characterise this condition and underlie some of the difficulties associated with it. The aim of this chapter is to review the current status of knowledge on autobiographical memory in children with autism. I begin by reflecting on the concept of autobiographical memory and review theoretical perspectives on its emergence in typical development in order to pro- vide a setting for considering how autism may affect this process. I then discuss the findings arising from autism developmental research, focusing on autobiographical memory access, accuracy, content, and detail. Finally, I review some of the mechanisms that underlie impairments in autobiographical memory and consider the research impli- cations for best practice in eliciting the memory reports from children with autism.