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Self-ordered pointing in children with autism: failure to use verbal mediation in the service of working memory?
Abstract
This study tested the hypothesis that children with autism are impaired in using verbal encoding and rehearsal strategies in the service of working memory. Participants were 24 high-ability, school-age children with autism and a comparison group matched on verbal and non-verbal IQ, receptive and expressive vocabulary, and visual memory. Working memory was assessed using verbal and non-verbal variants of a non-spatial, self-ordered pointing test [Petrides, M., & Milner, B. (1982). Deficits on subject-ordered tasks after frontal- and temporal-lobe lesions in man. Neuropsychologia, 20, 249-262] in which children had to point to a new stimulus in a set upon each presentation without repeating a previous choice. In the verbal condition, the stimuli were pictures of concrete, nameable objects, whereas in the non-verbal condition, the stimuli were not easily named or verbally encoded. Participants were also administered a verbal span task to assess non-executive verbal rehearsal skills. Although the two groups were equivalent in verbal rehearsal skills, the autism group performed significantly less well in the verbal, but not the non-verbal, self-ordered pointing test. These findings suggested that children with autism are deficient in the use of verbal mediation strategies to maintain and monitor goal-related information in working memory. The findings are discussed in terms of possible autistic impairments in episodic memory as well as working memory.
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“Our finding that the differences between subgroups were similar in both ASD and TD samples may appear inconsistent with prior studies that show an effect of ASD on the relationship between cognitive measures and task performance12,27,37,38.”
From Subtyping cognitive profiles in Autism Spectrum Disorder using a Functional Random Forest algorithm (2018) · cites this paper as [12]
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“…adherence to patterns (repetitive actions, scripted speech) and deficient detection of socially important patterns (speech prosody, facial recognition) as well as deficient episodic (for distinct time and place) memory (Joseph et al., 2005; Peppe et al., 2007; Wolf et al., 2008; Jarvinen- Fig.”
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InfluentialMemory for actions in autism spectrum disorder
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“Joseph et al. (2005) suggested that this kind of memory profile might be explained in terms of impaired recollection (which makes a major contribution to the recall of personally experienced episodes) in combination with intact sense of familiarity (which makes a major contribution to memory for decontextualized factu…”
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Solomon, M., McCauley, J. B., Iosif, A., Carter, C. S., & Ragland, J. D. (2016) · Neuropsychologia · doi:10.1016/j.neuropsychologia.2016.05.013 · Cited by 56
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“In autism, there appears to be a failure to use inner speech to facilitate executive performance in multiple cognitive domains (e.g. Joseph et al., 2005; Russell et al., 1999).”
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“This issue might be relevant when considering a final study of inner speech use for short-term/ working memory in ASD by Joseph et al. (2005b) Joseph et al. (2005b) looked at the extent to which working memory was verbally mediated in ASD.”
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“The visual elements were abstract black and white shapes used previously in a study by Joseph et al. (2005) and considered difficult to verbally label.”
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“The present results are consistent with previous research indicating that basic spatial working memory functions are intact in both ASD (Joseph et al., 2005; Landa & Goldberg, 2005; Ozonoff & Strayer, 2001; Verte et al., 2006) and WS (Carretti et al., 2015; Kittler et al., 2008; O’Hearn et al.,…”
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“Recently, researchers have proposed that the variety and complexity of memory profiles in ASD may be attributed to the interplay of recollection and familiarity processes (Bigham et al., 2010; Boucher & Mayes, 2012; Joseph et al., 2005), two separable memory retrieval processes contributing to recognition memory.”
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“Some studies show working memory deficits in children with ASD (Joseph et al. 2005; Schuh & Eigsti 2012), while other studies report normal performance (Griffith et al. 1999; Koshino et al. 2005; Ozonoff & Strayer 2001; Russell, Jarrold & Henry 1996) or mixed performance (e.g., Bennetto, Pennington…”
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“Reduced working memory capacity may affect decision-making by impeding the temporary storage and manipulation of goal-related information (Joseph et al., 2005; Russo et al., 2006).”
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“Similarly, the possible role of language in helping mediate the transfer to new phases would benefit from a larger study comparing nameable versus less nameable stimuli as used in the self-ordering pointing task (Joseph et al. 2005).”
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“…of top-down self-organization in ASD such as the Towers tasks and the self-ordered pointing task where, as here, finding a deficit can depend on the amount of information that has to be kept in memory whether in terms of moves or number of items (Joseph et al. 2005; Robbins and Sahakian 1994).”
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Executive function deficits in autism spectrum disorder analyzed through parental perspectives
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“Studies have indicated that verbal working memory deficits among individuals with ASD [14, 22, 48], while others have found intact or enhanced performance in working memory [29, 30, 38, 43, 53].”
Qiao, W., & Wang, W. L. (2025) · Medicine · doi:10.1097/md.0000000000046061 · Cited by 1
“12] However, most investigations have focused on children with high-functioning ASD defined as full scale intelligence quotient (FSIQ) > 70, [13–15] which may underestimate the intellectual characteristics of those with average or above-average intelligence.”
Souza, C. D. A., Garrido, M. V., Horchak, O. V., Barahona-Corrêa, B., & Carmo, J. C. (2022) · Journal of Autism and Developmental Disorders · doi:10.1007/s10803-022-05579-y · Cited by 4
Neumann, N., Braun, C., Dubischar-Krivec, A. M., & Bölte, S. (2012) · Scandinavian Journal of Child and Adolescent Psychiatry and Psychology · doi:10.21307/sjcapp-2013-007 · Cited by 1
Monnier, C., Bayard, S., & Attout, L. (2026) · Developmental Neuropsychology · doi:10.1080/87565641.2026.2666909
“This is effectively what Cragg and Nation (2007) observed with older children (i.e., 5 to 11 years old) and Joseph et al. (2005) with children aged 6 to 14.”
Yamamoto, K., & Matsushima, M. (2025) · Memory · doi:10.1080/09658211.2025.2574429
“In addition, there is no difference in performance between autistic and non-autistic people in memory tasks using non-social stimuli, such as pictures of doors and common objects (Ambery et al., 2006; Joseph et al., 2005; Renner et al., 2000).”
Reed, P. (2023) · Autism · doi:10.1177/13623613221150377 · Cited by 2
Executive Functions and Developmental Profiles in Preschool Children with Autism Spectrum DisorderPreprint
Memisevic, H., & Pašalić, A. (2021) · Research Square · doi:10.21203/rs.3.rs-438077/v1
“The possible reason on why individuals with ASD have impairments in working memory might be in the fact that they are de�cient in the use of verbal mediation strategies that helps to maintain goal-related information in the working memory (Joseph et al., 2005).”
Bebko, J., Rhee, T., Ncube, B. L., & Dahary, H. (2017) · Canadian Journal of School Psychology · doi:10.1177/0829573517699332
“Despite findings of varied memory skills (Cheung et al., 2010; Southwick et al., 2011; Wojcik et al., 2013) and deficits in strategy use (e.g., Bebko & Ricciuti, 2000; Joseph et al., 2005), few studies have explored interventions to improve memory and strategy use in individuals with ASD.”
BackgroundMemory in Autism: A Case of Remembering Versus Knowing
Huemer, S. (2017) · Psychology and Cognitive Sciences - Open Journal · doi:10.17140/pcsoj-3-118
Fernandez, S. (2020) · UWA Profiles and Research Repository (UWA) · doi:10.26182/5e4f48bb71751
“…performance in ASC has been linked with limitations in inner speech development where verbal labelling and rehearsal of information is diminished (Joseph et al., 2005; Whitehouse et al., 2006), although other researchers have implicated cognitive difficulties in receiving/encoding linguistic…”
Background
Metadata
- Authors
- JOSEPH, R., STEELE, S., MEYER, E., & TAGERFLUSBERG, H.
- Affiliations
- Boston University (US)
- Corresponding author
- JOSEPH, R
- ORCID
- JOSEPH, R
- Venue
- Neuropsychologia
- Publisher
- Elsevier BV
- Published
- 2005
- Volume
- 43
- Issue
- 10
- Pages
- 1400-1411
- ISSN
- 0028-3932 (ISSN-L)
- OpenAlex
- W1983752817
- Cited by
- 106
- References
- 0
- Citations by year
- 2026: 3 · 2025: 4 · 2024: 1 · 2023: 2 · 2022: 3 · 2021: 6 · 2020: 4 · 2019: 2 · 2018: 3 · 2017: 8 · 2016: 10 · 2015: 6 · 2014: 5 · 2013: 4 · 2012: 15
- FWCI
- 1.65
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Neuropsychologia (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Institutes of Health (7r03hd037898-03)
- National Institute on Deafness and Other Communication Disorders (P01DC03610, P01DC003610)
- National Institute of Child Health and Human Development
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (R03 HD 37898, R03 HD037898-02, R03 HD037898-03, R03 HD037898-01)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Keywords
- autism spectrum disorder, working memory, verbal mediation, verbal encoding, verbal rehearsal, verbal span, episodic memory, high ability children
- MeSH terms
- Adolescent, Analysis of Variance, Autistic Disorder, Child, Humans, Language Tests, Memory, Short-Term, Problem Solving, Reference Values, Verbal Behavior, Verbal Learning
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