Grainger, C., Williams, D. M. & Lind, S. E. (2014).

Metacognition, metamemory, and mindreading in

high-functioning adults with autism spectrum disorder. Journal of Abnormal Psychology, 123 650659. DOI: 10.1037/a0036531
Metacognition, Metamemory, and Mindreading in High-Functioning Adults with
Autism Spectrum Disorder.

Catherine Grainger
University of Kent

David M. Williams
University of Kent

Sophie E. Lind
City University London

This article may not exactly replicate the final version published in Journal of Abnormal
Psychology. It is not a copy of the record. The article can be accessed at:
http://psycnet.apa.org/psycinfo/2014-25366-001/

Authors Note
The authors would like to sincerely thank all of the participants who took part in this
study. Without their support, this research would not have been possible. The authors would
also like to thank the National Autistic Society and Durham University Service for Students
with Disabilities for their assistance with participant recruitment. Finally, we would like to
thank Anna Peel and Emma Grisdale for their assistance with data collection. Catherine
Grainger was funded by an Economic and Social Research Council doctoral studentship, and
a University of Kent PhD scholarship.
Correspondence concerning this article should be addressed to Catherine Grainger,
School of Psychology, Keynes College, University of Kent, Canterbury, CT2 7NP. Email:
[email protected]
Contact information for authors:
Catherine Grainger
School of Psychology,
Keynes College,
University of Kent,
Canterbury,
CT2 7NP
Email: [email protected]
Tel: +44(0)1227 823090

David Williams
School of Psychology,
Keynes College,
University of Kent,
Canterbury,
CT2 7NP
Email: [email protected]
Tel. +44 (0)1227 827652
Sophie E. Lind
Autism Research Group
Psychology Department
Social Sciences Building
City University London
Whiskin Street
London
EC1R 0JD
Email: [email protected]
Tel: +44(0)20 7040 3372

Abstract
Objectives: Metacognition refers to cognition about cognition, and encompasses both
knowledge of cognitive processes and the ability to monitor and control ones own
cognitions. The current study aimed to establish whether metacognition is impaired in autism
spectrum disorder (ASD). According to some theories, the ability to represent ones own
mental states (an aspect of metacognition) relies on the same mechanism as the ability to
represent others mental states (mindreading). Given numerous studies have shown
mindreading is impaired in ASD, there is good reason to predict concurrent impairments in
metacognition. Metacognition is most commonly explored in the context of memory, often by
assessing peoples ability to monitor their memory processes. The current study addressed
the question of whether people with ASD have difficulty monitoring the contents of their
memory (alongside impaired mindreading).
Method: Eighteen intellectually high-functioning adults with ASD and 18 IQ- and
age-matched neurotypical adults participated. Metamemory monitoring ability and
mindreading ability were assessed using a feeling-of-knowing task and the animations task,
respectively. Participants also completed a self-report measure of metacognitive ability.
Results: In addition to showing impaired mindreading, participants with ASD made
significantly less accurate feeling-of-knowing judgements than neurotypical adults,
suggesting that metamemory monitoring (an aspect of metacognition) was impaired.
Conversely, participants with ASD self-reported superior metacognitive abilities compared to
those reported by neurotypical participants.
Conclusion: This study provides evidence that individuals with ASD have
metamemory monitoring impairments. The theoretical and practical implications of these
findings for our current understanding of metacognition in ASD and typical development are
discussed.

Keywords: Autism; metacognition; metamemory; feeling-of-knowing; theory-ofmind; mindreading.

Metacognition can be broadly defined as thinking about thinking. More specifically, it

refers to an individuals awareness of cognitions and encompasses metacognitive
knowledge, metacognitive monitoring, and metacognitive control. Metacognitive
knowledge refers to ones beliefs and factual knowledge about cognitive processes in general
(in self and others), whereas metacognitive monitoring and control refer respectively to ones
awareness of and ability to regulate ones own current, online mental states and cognitive
activity (Flavell, 1979).
One extensively studied component of metacognition is metamemory, which refers to
an individuals knowledge of memory processes, and ability to monitor and control their own
memory. Nelson and Narens (1990) influential model of metamemory divides metamemory
(monitoring and control) processes into two levels: the object-level and the meta-level.
The object-level consists of first-order memory processes (i.e., memory itself), whilst the
meta-level consists of dynamic, second-order representations of the object-level. This model
is supported by neuropsychological (e.g., Janowsky, Shimamura, & Squire, 1989; Shimamura
& Squire, 1986) and psycho-pharmacological (e.g., Dunlosky et al., 1998) data, which
highlight a dissociation between memory and metamemory. According to Nelson and
Narens model, through metamemory monitoring individuals create a meta-representation of
the object-level (Nelson & Narens, 1990). Additionally, metamemory control processes use
information held at this meta-level to feedback to the object-level, allowing individuals to
alter object-level processes and implement different strategies during learning (e.g., by
allocating more study time to information that one believes one has not learnt). It is partly for
this reason that metamemory is considered essential for adaptive functioning, allowing one to
tailor ones behaviour according to ones strengths and weaknesses in object-level memory.
As such, if an individuals metamemory monitoring is inaccurate the strategies they
implement during learning are likely to be ineffective.

Metamemory judgments
One of the most commonly-used and classic paradigms to assess metamemory
monitoring involves asking people to make feeling-of-knowing (FOK; Hart, 1965)
judgements. During a typical FOK task, participants are asked (during a study phase) to
memorise a series of stimulus pairs (e.g., pairs of words, such as pen-key, computerelephant etc.). Participants are then presented (during a cued-recall test phase) with one
stimulus from each pair (the cue; e.g., pen), and asked to recall its missing pair (the target;
e.g., key). Importantly, on trials in which participants fail to correctly recall the target they
are asked to judge the likelihood that, at a later point, they would be able to recognise it.
Finally, participants are then presented with the cue and are asked to select the unrecalled
target from several options (a recognition test phase). The accuracy of participants
judgments on metamemory tasks is typically assessed using Gamma correlations (Goodman
& Kruskal, 1954), which measure the association between individuals predictions about their
future ability to recognise the correct target with their actual subsequent recognition
performance (see the Method section for a detailed description of how Gamma correlations
are calculated).
Metacognition as applied theory of mind

Theory of mind (ToM) is the ability to attribute mental states, such as beliefs, desires,
and intentions, to self and others in order to explain and predict behaviour (Premack &
Woodruff, 1978). While most research into ToM focuses on awareness of other minds
(henceforth called mindreading), research into metacognition focuses on awareness of
ones own mind. Indeed, given the potential role of metacognition in self-regulation, Flavell
(2000) considered metacognition an example of applied ToM.

Several different perspectives have been proposed to explain the potential relation
between mindreading and metacognition. According to one perspective (e.g., Carruthers,
2009; Frith & Happ, 1999), the ability to represent ones own mental states (metacognition)
relies on the same underlying metarepresentational mechanism as the ability to understand
mental states in others (mindreading). Crucially, according to this one-mechanism theory, no
dissociation should exist between mindreading and metacognition ability; individuals who
demonstrate mindreading impairments should also demonstrate impaired metacognition.
However, this proposal has been disputed. According to a version of the simulation theory,
our ability to read other minds stems from our ability to directly introspect the contents of our
own mind, and then use this information to mentally simulate the contents of anothers mind
in imagination (e.g., Goldman, 2006). From this perspective, metacognition is both
ontogenetically and phylogenetically prior to, and foundational for, mindreading. According
to a third theory, proposed by Nichols and Stich (2003), mindreading and metacognition are
underpinned by separate mechanisms; the monitoring mechanism is responsible for access
to/awareness of ones own mental states, whereas a separate mindreading mechanism is
responsible for processing information about others mental states. Crucially, both of these
latter two theories imply that there should be some people who manifest diminished
mindreading abilities, despite undiminished metacognition. Indeed, both Goldman, and
Nichols and Stich explicitly suggest that people with autism spectrum disorder (ASD) present
precisely this pattern of impaired mindreading, but intact metacognition.

Metacognition in Autism Spectrum Disorder

Autism spectrum disorder (ASD) is a developmental disorder diagnosed on the basis
of social-communication deficits, and fixated interests and repetitive behaviours (American
Psychiatric Association, 2013). It is widely acknowledged that ASD is characterised by

diminished mindreading ability (see Yirmiya, Erel, Shaked, & Solomonica-Levi, 1998).
However, until recently the question of whether metacognition is diminished among people
with ASD has remained largely unexplored.
The study of metacognition in ASD could have important implications for educational
practice among individuals with ASD. Metacognition in general and, more specifically,
metamemory play key roles in aspects of learning and decision-making that we know people
with ASD have difficulties with. According to Nelson and Narens (1990) metamemory
model, information gained by monitoring ones own memory feeds back to memory
functioning, allowing individuals to control their learning efficiently. As such, having a good
awareness of what one has learnt can improve an individuals subsequent learning ability.
For example, when revising for an exam, if an individual can accurately assess what
information they already know, they are able to spend their time effectively, revising the
topics they do not know. This issue may be particularly relevant for intellectually highfunctioning people with ASD, given that many of these individuals show significantly lower
academic achievement than would be expected on the basis of their intelligence, which in
turn impacts negatively on their life chances (see Estes, Rivera, Bryan, Cali, & Dawson,
2011). Indeed, the educational domains in which people with ASD frequently under-achieve
are just those in which learning is known to be fostered by metacognitive training. Such
training has been shown to remediate difficulties in reading comprehension (see Brown &
Campione, 1996), writing (e.g., Sitko, 1998) and mathematical reasoning (e.g., Fuchs et al.,
2003). In each of these domains, individuals with ASD show statistically significant underachievement, relative to IQ (see Estes, et al., 2011; Jones et al., 2009) . It is possible that
diminished metacognitive monitoring contributes to the lower-than-expected levels of
academic achievement in ASD in these areas.

Thus, for several reasons it is important to establish the extent to which individuals
with ASD show diminished metacognitive ability. In a seminal paper, Frith and Happ
(1999) argued explicitly that individuals with ASD are as impaired at metacognition as they
are at mindreading. More recently, Williams (2010) has taken up this idea, citing evidence
that individuals with this disorder are as impaired at recognising their own and others
thought processes (Hurlburt, Happ, & Frith, 1994), emotions (Williams & Happ, 2010a)
and specific mental states, such as beliefs and intentions (Williams & Happ, 2010b), as they
are at recognising these states in others. Evidence from self versions of classic mindreading
tasks (e.g., Williams & Happ, 2009), in which participants are asked to report their own
previously held (now false) belief, also suggests that individuals with ASD demonstrate
diminished awareness of their own beliefs. Each of these findings suggests that
metacognition is impaired in individuals with ASD, which appears in keeping with the view
that mindreading and metacognition rely on the same underlying mechanism. As such, in our
view, the evidence from studies of mental state attribution in ASD provides support for the
one-mechanism account.
However, some have argued that there is a critical limitation with these types of
studies that prevents definitive conclusions being drawn about metacognitive ability in ASD
(see Carruthers, 2009; Nichols & Stich, 2003). The potential difficulty is that test questions
in self versions of classic mindreading tasks require participants to recall their prior mental
states, rather than report their current mental states. Simulation and two mechanisms theories
claim that only current mental states are directly accessible without the need for mindreading.
Thus, arguably, the results from the above studies do not necessarily show that metacognition
is impaired in ASD, because these tasks require inferences to be drawn about past mental
states (but see Williams, 2010, for a counter-argument).

By contrast, it is widely agreed that metamemory monitoring judgements are based on

awareness of current mental states. As such, if the accuracy of metamemory monitoring is
diminished among people with ASD, this would provide strong support for the suggestion
that metacognition is diminished in ASD, contrary to the predictions that follow from the
simulation/two-mechanisms theory. In this regard, a seminal study by Farrant, Boucher and
Blades (1999) reported no metamemory impairment in ASD. This study was used by Nichols
and Stich (2003) to support the suggestion that metamemory is unimpaired in individuals
with ASD, and thus to support their two-mechanisms theory. However, an issue with this
study is that Farrant et al. assessed metamemory knowledge. The one-mechanism account
proposes that metacognitive monitoring/control, rather than metacognitive knowledge,
necessarily relies on the same metarepresentational mechanism as mindreading. As such,
Farrant et al.s study cannot be taken as conclusive evidence that all aspects of metamemory
are typical in individuals with ASD. At most, it suggests that the metamemory knowledge
may be intact the study did not assess metamemory monitoring or control.
In order to unambiguously test whether metacognition is impaired in ASD, evidence
is instead required from studies of metacognitive monitoring (or control). Performance on
FOK tasks relies on individuals monitoring current internal memory states. Only one study
to date has examined metamemory in ASD using a FOK task (Wojcik, Moulin, & Souchay,
2013). Wojcik and colleagues assessed childrens metamemory monitoring ability using two
FOK tasks, one asking individuals to assess their memory for information stored episodically
and one assessing memory for information stored semantically. Wojcik reported that
children with ASD were significantly poorer than typically developing children at making
accurate FOK judgements, but only when assessing their episodic memory. However, there
is a particular methodological difficulty affecting Wojcik et al.s (2013) study that arguably
prevents valid conclusions from being drawn. The difficulty is that the ASD and

neurotypical groups were not matched for verbal IQ (VIQ). Matching for VIQ is essential in
such studies, because differences between groups in this respect can potentially entirely
explain between-group differences in experimental task performance (see Mervis & KleinTasman, 2004). Wojcik et al. (2013) recognised this limitation and tried to overcome it using
an ANCOVA to control for group differences in VIQ. However, ANCOVA does not, in
fact, solve this problem (see Miller & Chapman, 2001) and, thus, we cannot determine
whether group differences were driven by diagnostic status or by VIQ differences. In the
current study, we explored FOK accuracy among ASD and comparison groups that were
closely matched for VIQ, as well as for age, PIQ, and FSIQ. If, as we predicted, betweengroup differences in FOK accuracy were apparent, this would provide the first definitive
evidence of a diminution of this ability among individuals with ASD.

The Current Study

The aim of this study was to explore the extent to which individuals with ASD are
able to accurately monitor their own memory. To examine this, a classic FOK task was
employed. Our main prediction was that participants with ASD would make significantly
less accurate FOK judgments than comparison participants. During the FOK task different
types of errors can lead to inaccurate FOK judgements; individuals can make over-confident
errors (in which individuals incorrectly predict they will recognise a word that they
subsequently fail to recognise) and also under-confident errors (in which individuals fail to
predict their subsequently successful recognition of a target word). We predicted that
individuals with ASD would make more FOK judgement errors overall, but would not be
specifically biased towards over-confident or under-confident errors.
Additionally, the Meta-cognitions Questionnaire (MCQ; Cartwright-Hatton & Wells,
1997) was also used, as a self-report measure of participants beliefs about their own
metacognitive ability. To our knowledge no study has previously assessed metacognitive
9

ability in individuals with ASD using a self-report questionnaire. It was predicted that
individuals in the ASD group would report diminished confidence in and awareness of and
their own thoughts, as reflected by lower scores on the cognitive self-consciousness sub-scale
and higher scores on the cognitive confidence sub-scale of the MCQ.
A measure of mindreading ability was also included in the current study. It was
important to assess participants mindreading ability, because according to the onemechanism theory, metacognitive impairments should only be apparent if mindreading
impairments are also present. To assess mindreading ability, we employed a version of the
animations task (Abell, Happ, & Frith, 2000). During this task, individuals are asked to view
a series of clips in which animated triangles interact with one another. Participants are asked
to provide descriptions of/explanations for the patterns of interaction between the triangles in
each clip. An adequate explanation of the triangles interactions requires the attribution of
mental states (e.g., intentions, desires). We employed two conditions from the task, namely a
mentalising condition and a goal-directed condition. Both of these conditions appear to rely
on the mindreading system, although performance on the mentalising condition is thought to
rely on mindreading to a greater extent than the goal-directed condition. Based on the
findings from previous studies (e.g., Abell, et al., 2000; Lind, Williams, Bowler, & Peel,
2014), we predicted that participants with ASD would show diminished overall performance
on the animations task, but not a group (TD/ASD) by condition (mentalising/goal-directed)
interaction on the task.

Method
A priori power analysis
Prior to commencing the study, G*Power 3.1 (Faul, Erdfelder, Lang, & Buchner,
2007) was used to conduct a power analysis to determine the sample size required to detect

10

the predicted group differences in gamma correlation on the FOK task. In our view, no valid
studies of FOK accuracy have been conducted among individuals with ASD. Thus, for the
purpose of this power analysis, we could not predict an effect size for the between-group
difference in FOK accuracy based on effect sizes found in previous studies. Therefore, based
on our theoretical inclination toward the one-mechanism view, we predicted that
metacognitive impairments in ASD should be of a similar magnitude to the magnitude of
mindreading impairments in this disorder. As such, our prediction for the effect size
associated with between-group difference in FOK accuracy in the current study was based on
the effect size found for between-group differences in mindreading ability in studies of ASD.
In a meta-analysis exploring mindreading ability in individuals with ASD compared to
neurotypical individuals, Yirmiya and colleagues reported an average Cohens d of 0.88
(Yirmiya, et al., 1998). Thus, assuming d = 0.88 for between-group differences in
metamemory accuracy and = .05, it was established that a total sample size of n = 17
participants per group would achieve Cohens (1992) recommended power of .80.

Participants
Ethical approval for this study was obtained from Durham University ethics
committee. Eighteen adults with ASD (13 males, 5 females) and 18 neurotypical comparison
adults (11 males, 7 females) took part, all of whom gave written, informed consent before
participating. Participants in the ASD group had all received formal diagnoses of autistic
disorder (n = 4) or Aspergers disorder (n = 14), according to DSM or ICD criteria (American
Psychiatric Association, 2000; World Heath Organisation, 1993).
In order to assess current ASD features, 15 of the 18 participants in the ASD group
completed Autism Diagnostic Observation Schedule-Generic (ADOS; Lord et al., 2000)
assessments. The remaining three participants declined to complete the ADOS, as they did

11

not feel comfortable being filmed. The three participants who did not complete the ADOS
had rigorous diagnoses and scored above the cut-off on the Autism-spectrum Quotient (see
immediately below). All participants who completed the ADOS received a total score 7, the
defined cut-off for ASD (Lord, et al., 2000). All participants completed the Autism-spectrum
Quotient (AQ; Baron-Cohen, Wheelwright, Skinner, Martin, & Clubley, 2001), a self-report
questionnaire that assesses ASD/ASD-like features. Fifteen out of 18 participants with ASD
scored above the defined cut-off for ASD on the AQ (total score 26; Woodbury-Smith,
Robinson, & Baron-Cohen, 2005). Only three participants missed this cut-off. However, all
three of these participants scored well above the defined ASD cut-off on the ADOS (all
ADOS scores among these three participants were 12). All comparison participants scored
below the defined cut-off for ASD.
No participants, in either group, reported using any psychotropic medication or any
history of neurological or psychiatric disorders (apart from ASD). The participant groups
were closely equated for verbal and non-verbal ability (see Table 1 for participant
characteristics). Verbal IQ (VIQ), performance IQ (PIQ), and full-scale IQ (FSIQ) were
assessed using the full (four subtest) version of the Wechsler Abbreviated Scale of
Intelligence (WASI; Wechsler, 1999). Groups were also closely equated for chronological
age.

Materials and Procedures

Feeling-of-knowing task. The stimuli used in the FOK task were 80 word pairs,
comprising of 160 concrete nouns (80 cue words and 80 target words). Cue words were
matched with the target words for syllable length and word frequency (Kucera & Francis,
1967), as reported in the MRC psycholinguistic database (Coltheart, 1981). The adequacy of

12

this matching was confirmed by a non-significant effect of word type (cue/target) in a

multivariate ANOVA (using Wilks Lambda criterion) that included syllable length and word
frequency as the dependent variables, F (2, 157) = 0.68, p = .93.
The procedure for the FOK task consisted of a study phase, a cued-recall test phase
(during which FOK judgements were also made; see below), and a recognition test phase (see
Figure 1 for a graphical representation of one trial of the task). The task was run on an LG
desktop computer and lasted approximately 25 minutes. Before completing the task
participants completed a practice version of the entire procedure, consisting of five word
pairs. As such, individuals knew before the study phase that their memory for the word pairs
would be tested, both by a cued-recall test and a recognition test.
Study phase. During the study phase, participants were presented with individual
word pairs (e.g., bear-bridge), each consisting of a cue word (bear) and a target word
(bridge). Each word pair was presented individually for four seconds. After the study
phase, there was a five minute break, during which participants filled in the MCQ (see
subsection below). After this break participants immediately completed the cued-recall test
phase.
Cued-recall and FOK phase. During the cued-recall phase, participants were shown
individually presented cue words, in a random order, and were asked to recall the missing
target word associated with each cue. Immediately after each recall attempt (i.e., on a trialby-trial basis), participants were asked to make a FOK judgement as to whether they thought
they would be able to recognise the missing target word at a later point (either Yes or
No). As such, participants made FOK judgements for all cue words, regardless of whether
their recall of the target word had been accurate or not. However, in our statistical analyses of
FOK accuracy, we only included judgements made on trials in which participants failed to
recall the target. This procedure is common to studies of FOK ability among typically and

13

atypically developing populations. The procedure is designed to test participants ability to

judge the likelihood that they will be able to recognise information they have failed to recall.
Recognition phase. Immediately after the cued-recall phase, participants completed
the recognition test phase. During the recognition test, participants were individually
presented with all 80 cue words, in a random order, and were asked to identify the correct
target word in a four-alternative, forced-choice recognition test. On each trial, participants
were asked to click (using the computers mouse) the word they thought had been previously
paired with the cue, from a selection of four options; the correct target word, an incorrect
target word (that had previously been paired with a different cue word), and two novel
distractor words not previously used in the task. Importantly, for a given cue word, all
participants were shown the same four options to choose from. Once participants had clicked
on a response the next trial began. During the recognition test phase a target word only
appeared as an option twice; once on a trial in which it was the correct target word and once
on a trial as an incorrect target word. The same target word (appearing either as the correct or
incorrect option) never appeared on two consecutive trials.
Meta-Cognitions Questionnaire. The Meta-Cognitions Questionnaire (MCQ;
Cartwright-Hatton & Wells, 1997) was used to assess participants beliefs about their own
thoughts, and the efficacy of different thought processes. The MCQ presents participants with
individual statements (e.g., I have little confidence in my memory for words and names)
and participants were asked to decide the extent to which they agreed with each statement,
responding on a 4-point likert scale, ranging from do not agree, agree slightly, agree
moderately, to agree very much. The questionnaire consists of 65 items comprising five
subscales. We were interested in two of these subscales specifically. The Cognitive
confidence and Cognitive self-consciousness subscales each address participants awareness
of their own thought processes and their confidence in their own cognitions, which are of

14

particular relevance to this study. In contrast, the remaining subscales addressed issues about
worrying and the effects intrusive negative thoughts may have on ones functioning, which
seemed less related to the aims of the study,
Animations task. During the animations task, participants were required to provide a
verbal description of eight silent video clips, each of which displayed an interaction between
a large red triangle and a small blue triangle. These clips were taken directly from Abell et
al. (2000). In four of the clips, an adequate explanation of the triangles interaction required
the attribution of propositional attitudes, such as beliefs, intentions, and/or desires. As in
Abell et al.s study, these four clips comprised a mentalising condition (assessing higherlevel mindreading). In the remaining four clips, an adequate explanation of the triangles
interaction required the attribution of goal states, such as copying or following (lower-level
mindreading), but not necessarily propositional attitudes. As in Abell et al. (2000), these four
clips comprised a goal-directed condition.
Each clip was presented to participants on an LG desktop computer and the order in
which the experimental clips were presented was counterbalanced across participants. Before
undertaking the experimental trials, participants also completed two practice trials, to
familiarise themselves with the task (one goal-directed and one mentalising). During practice
trials participants were asked to describe the behaviour displayed by the triangles in each of
the video clips, and the experimenter gave feedback after each description. During the
experimental trials, participants were asked to watch the clip and provide a running
commentary, describing how the triangles interacted. During experimental trials a digital
solid state audio recorder was used to record participants descriptions, which were later
transcribed. No feedback was given on experimental trials.

Scoring

15

Feeling-of-knowing task. Two measures of participants basic object-level memory

performance were calculated on the FOK task. Recall ability was calculated as the proportion
of target words participants correctly recalled during the cued-recall-stage. Similarly,
recognition ability was calculated as the proportion of target words participants correctly
recognised during the recognition test phase of the task. Gamma scores (Goodman &
Kruskal, 1954) were calculated to provide an index of overall FOK judgement accuracy. This
analysis is recommended by Nelson (1984) and is commonly used to analyse FOK tasks (e.g.,
Kelemen, Frost, & Weaver, 2000; Nelson & Narens, 1990; Nelson, Narens, & Dunlosky,
2004; Wojcik, et al., 2013). Gamma scores are a non-parametric measure of association
(between predictions and actual performance) and were calculated by comparing the number
of correct predictions that each individual made with the number of incorrect predictions they
made. To calculate gamma scores the formula

was used, with (a)

representing the number of correct Yes predictions an individual made, (b) the number of
incorrect Yes predictions, (c) the number of incorrect No predictions, and (d) the number
of correct No predictions. Gamma scores range between + 1 to -1, where a score of 0
indicates chance-level accuracy, a large positive value indicates a good degree of accuracy,
and a large negative value indicates less than chance-level performance on the task. However,
when calculating gamma scores, the score cannot be calculated when two or more of the
prediction rates (a, b, c, or d) are equal to 0. As such, the raw data were adjusted by adding
0.5 onto each prediction frequency and dividing by the overall number of FOK judgements
made (N) plus 1 (N+1). This correction is recommended by Snodgrass and Corwin (1988)
and is routinely used when calculating gamma scores on metamemory tasks (e.g., Bastin et
al., 2012; Wojcik, et al., 2013).

16

The number of errors made by participants in each group was calculated for two
different types of errors in FOK predictions. The number of under-confident errors
participants made was calculated as the number of incorrect No predictions, in which
individuals failed to predict their subsequently successful recognition of a target word. The
number of over-confident errors participants made was calculated as the number of incorrect
Yes predictions made, in which individuals inaccurately predicted that they would
recognise a word that they subsequently failed to recognise.
Meta-Cognitions Questionnaire. MCQ Sub-scale scores were calculated for the
Cognitive confidence subscale and the Cognitive self-consciousness subscale. Lower total
scores on the Cognitive confidence sub-scale indicated a greater confidence in ones own
cognitions, whilst higher total scores on the Cognitive self-consciousness sub-scale indicated
a higher reported awareness of ones own thought processes.
Animations task. Voice recordings of participants commentaries were transcribed
verbatim by an independent transcriber who was nave to participants diagnoses and to the
hypotheses of the study. These transcriptions were then scored by the first author and a
second, independent rater (who was blind to the hypotheses of the study and the diagnostic
status of the participants) on the basis of scoring criteria outlined in Abell et al. (2000).
Participants descriptions of each animation were given a score of 0, 1, or 2 according to their
level of accuracy, and defined as the extent to which the participants description captured the
intended meaning of the animation. As such, the total score achievable in each condition
(mentalising/goal-directed) was eight. Inter-rater reliability for scores across the eight
animations was almost perfect, Cronbachs = .98.

Statistical Analyses

17

A standard alpha level of .05 was used to determine statistical significance. All
reported significance values are for two-tailed tests. Where ANOVAs were used, we report
values as measures of effect size ( .01 = small effect, .06 = moderate effect, . 14 =
large effect; Cohen, 1969). Where t-tests were used, we report Cohens d values as measures
of effect size (.0.20 = small effect, 0.50 = moderate effect; 0.80 = large effect; Cohen,
1969).
Results

Feeling of knowing task

Memory (object-level) performance. Group differences in object-level memory

performance were examined using independent-samples t-tests (see Table 2 for descriptive
and inferential statistics). These indicated that individuals in the ASD group recalled
marginally significantly fewer target words than comparison participants in the FOK task.
However, no significant group difference was found in the proportion of target words
correctly recognised in the FOK task.
Metamemory performance. Group differences in metamemory monitoring accuracy
were examined (see Table 2 for descriptive and inferential statistics). An independentsamples t-test indicated that there was a significant difference in gamma scores between the
ASD and neurotypical group. Thus, in accordance with our predictions, participants with
ASD were significantly poorer at predicting their own memory performance than were
typically developing participants. Nonetheless, one-sampled t-tests indicated that gamma
scores were significantly above chance (i.e. significantly greater than 0) in both ASD and
neurotypical groups, all ts > 2.47, all ps < .03.

18

An additional analysis was also carried out to investigate whether the marginally
significant group difference in object-level recall of target words confounded performance at
the meta-level of the task (i.e., FOK judgements). For the purpose of this analysis, two
participants from each group were excluded to create ASD and neurotypical groups that were
matched closely for recall ability, t(30) = 1.11, p = .28, d = 0.39. Groups also remained
matched for chronological age, VIQ, PIQ, and FSIQ (all ps > .33, all ds < 0.35). An
independent-samples t-test indicated that even when groups were equated closely for recall
ability, FOK gamma scores were still significantly lower in the ASD group (M = .08, SD =
.16) than in the neurotypical group (M = .25, SD = .16), t(30) = 2.99, p = .005, d = 1.06.
Although participants with ASD made more errors overall during the task (as
reflected by reduced gamma scores), they did not show a specific bias toward being more
over-confident or under-confident in their predictions than neurotypical participants (see
Table 2 for statistics).

Self-report measure of metacognitive ability

Table 2 shows the means and standard deviations for the two key MCQ subscale
scores in the ASD and neurotypical group. A significant between-group difference was found
in scores on the Cognitive self-consciousness subscale, indicating that participants in the
ASD group believed they were superior at monitoring their own thoughts, and more aware of
their own thought processes compared to comparison adults. There was no significant
between-group difference in scores on the Cognitive confidence subscale.

Animations task

19

Table 2 shows the means and standard deviations for performance on the animations
task. A mixed-model ANOVA was carried out on these data with Group (neurotypical/ASD)
entered as the between-subjects variable, and Animation Type (mentalising/goal-directed)
entered as the within-subject variable. There was a significant main effect of Group on
animations scores, reflecting the fact that participants with ASD performed significantly less
well than comparison participants on the task overall, F(1, 34) = 9.02, p = .005,

= .21.

There was also a significant main effect of Animation Type, indicating that, across both
groups, scores were higher in the goal-directed condition than the mentalising condition, F(1,
34) = 72.82, p < .001.

= .68. There was no significant Group by Animation Type

interaction, F(1, 34) = 0.29, p = .59, = .01, suggesting that individuals in the ASD group
were impaired at both higher- and lower-level mindreading, compared to individuals in the
neurotypical group.

Exploratory correlation analyses: Associations between metamemory ability, and

mindreading ability and self-reported metacognitive skill
A series of correlational analyses was carried out to explore the relation between
performance in each condition of the animations (mindreading) task and performance on the
FOK (metacognition) task. It should be noted that, although the current study was sufficiently
powered to detect predicted group differences in FOK accuracy, it was not sufficiently
powered to detect moderately-sized correlations (r = .30) between FOK accuracy and
mindreading ability (see Discussion for further information regarding study power). The
following correlation analyses should, thus, be considered exploratory. In summary, neither
FOK accuracy (gamma score), nor the number of under-confident FOK errors made, nor the
number of over-confident FOK errors made was associated significantly with performance in
the mentalising condition of the animations task, performance in the goal-directed condition
20

of the animations task, or scores on either of the MCQ sub-scales, among ASD or comparison
participants, all rs -.467, all ps .06.

Discussion
Until now, no study has established the extent to which individuals with ASD are able
to accurately monitor their own memory by judging feelings-of-knowing, As such, the
primary aim of this study was to establish this. In terms of the central experimental finding,
the study found that participants with ASD showed significantly diminished FOK accuracy.
This diminution was associated with a large effect size (d = 1.06), indicating a substantial
difficulty with metamemory monitoring.
This result is in keeping with our predictions that individuals with ASD would show
impairments in metamemory monitoring. However, there are several potential explanations
for the observation of diminished gamma scores in the ASD group1. One possibility is that
individuals with ASD demonstrated a positive illusory bias during the task. The concept of
a positive illusory bias refers to a tendency for an individual to self-assess their perceived
competence as greater than their actual ability. This bias has been observed among
individuals with attention deficit hyperactivity disorder (see Owens, Goldfine, Evangelista,
Hoza, & Kaiser, 2007). More importantly, some studies have indicated that individuals with
ASD tend to self-report their own social functioning more positively than parents will report
(e.g., Lerner, Calhoun, Mikami, & De Los Reyes, 2012), and will self-report the level of their
own autistic traits as less severe than parents will report (e.g., Johnson, Filliter, & Murphy,
2009). These studies have been interpreted as suggesting that individuals with ASD may also
show a tendency to manifest a positive illusory bias. Demonstrating a positive illusory bias
may indeed partly explain our finding that participants with ASD self-reported (on the MCQ)
greater awareness of their own mental states than neurotypical comparison participants

21

reported. This self-reported superior awareness among participants with ASD stood in direct
contrast to their diminished performance on an objective, well-established measure of
metamemory monitoring ability. As such, the idea that some individuals with ASD manifest
a positive illusory bias provides a plausible explanation for the MCQ findings.
However, it is not apparent that a positive illusory bias can explain our central finding
of diminished FOK accuracy among participants with ASD. Individuals who manifest a
positive illusory bias would, by definition, overestimate their memory ability and would,
thus, be expected to make more over-confident errors when making FOK judgements. In
other words, diminished FOK accuracy among people whose judgements were driven by a
positive illusory bias would be driven by over-confidence. Yet, participants with ASD did
not specifically make significantly more over-confident errors than comparison participants.
Rather, individuals with ASD made less accurate FOK judgements overall, as a result of
making both over-confident and under-confident errors. Participants with ASD showed a
quantitative diminution of FOK accuracy, but did not appear to demonstrate a consistent
qualitative difference in the kinds of error they produced. As such, it appears that
demonstrating a positive illusory bias cannot explain the specific pattern of results shown in
our study
Another possible explanation for diminished FOK accuracy in the ASD group is that
individuals with ASD may have been more inclined than comparison participants to make
yes FOK judgements only when absolutely certain about their future memory ability. This
would again result in relatively inaccurate FOK judgements, because participants would end
up being unduly under-confident about their future performance. However, it is not apparent
that this explanation can explain the specific pattern of results found in this study, given
diminished FOK accuracy among participants with ASD was not driven by under-confident
errors.

22

Instead, what can explain reduced gamma scores in the ASD group in an underlying
problem with metacognitive monitoring in individuals with ASD (leading both to overconfident and under-confident errors on the FOK task). These results have several potential
practical and clinical implications. Ultimately, if an individual has a reduced ability to
accurately assess what information they know, and what they do not know, this may have
several consequences. From an educational perspective, studies have shown that several
outcomes (such as exam performance) can be predicted by metacognitive monitoring
accuracy (e.g., Hartwig, Was, Isaacson, & Dunlosky, 2012; Thiede, Anderson, & Therriault,
2003). Findings that individuals with ASD show impaired metamemory monitoring need to
be taken into account in educational environments, and should inform intervention efforts
designed to remediate cognitive impairments in ASD. Studies in typical development have
also shown that cognitive impairments can be remediated by fostering metacognition (e.g.,
Dunlosky, Kubat-Silman, & Hertzog, 2003). Indeed, training metacognitive skills has been
shown to remediate difficulties in reading, writing and mathematical reasoning (see Brown &
Campione, 1996; Fuchs, et al., 2003; Sitko, 1998) in typical development. The results of the
current study make it plausible to suggest that diminished metacognitive monitoring ability
contributes to educational underachievement in these areas among people with ASD. If this
turns out to be correct, it could have revolutionary effects on educational practices for people
with ASD. We believe it is important for future research to build upon the current results by
exploring the extent to which metacognitive impairments contribute to educational success
among individuals with ASD.
As well as having important educational implications, our central finding of reduced
FOK accuracy in ASD also has theoretical implications. The central findings of diminished
FOK accuracy alongside diminished mindreading ability are in keeping with the predictions
of the one mechanism theory of the relation between metacognition and mindreading. Of

23

course, the results do not definitively prove the theory, but certainly they are not in keeping
with a key prediction made by either the simulation theory or the two-mechanisms theory that
metacognition is unimpaired in ASD. As such, the main results of this study provide some
support for the one-mechanism account. Having said this, we did not find a significant
positive association between FOK accuracy and performance in either the mentalising or
goal-directed conditions of the animations task. The one-mechanism account would have
predicted such associations between metamemory and mindreading, so the current results did
not support the theory in this respect. However, caution should be taken when interpreting
the results of the correlation analyses. The exploration of associations between FOK task
performance and animations (mindreading) task performance was carried out as exploratory
analysis, and no a priori power analysis was conducted to establish that the study had
adequate power for this secondary aim. A subsequent power analysis (after completion of the
study) was conducted with a view to determining what sample size would have been
necessary to detect meaningful, statistically significant associations between metacognitive
monitoring ability and mindreading ability. Assuming a moderate association (r = 0.30) and
= .05, a total sample size of n = 67 participants would be needed to achieve Cohens (1992)
recommended power of .80 for the correlational analyses. Thus, our study was underpowered to detect a meaningful association between these two abilities. This represents a
limitation of our study and, as such, caution should be taken when interpreting the findings
from our correlation analyses. Future studies using larger sample sizes are warranted to
further investigate relations between metacognitive monitoring and mindreading ability.
What is clear is that the current study was sufficiently powered to detect predicted
group differences in FOK accuracy and that results indicated participants with ASD showed a
substantial diminution of metamemory monitoring. Of course, there are other forms of
judgement that can be used to assess metamemory, namely judgements of learning and

24

judgements of confidence. It remains possible that people with ASD will show undiminished
accuracy in these judgements. Judgments of learning involve assessing how well one thinks
one has learnt a piece of information, and judgements of confidence involve making
retrospective judgments about how certain one is in ones knowledge about a piece of
information. The literature on typical development suggests that metamemory accuracy is
only modestly correlated across different types of metamemory judgement (Kelemen, et al.,
2000; Leonesio & Nelson, 1990). This has led to suggestions that different metamemory
judgments may be based on different sources of information. Metamemory judgements are
thought to be based on mnemonic cues and it is possible that different judgements are based
on different cues (see Koriat, 1993; Metcalfe, Schwartz, & Joaquim, 1993). Although we
predict that individuals with ASD will demonstrate impairments across different
metamemory judgements, this may not turn out to be the case. So far there have been only
two published studies of judgment of confidence accuracy (Wilkinson, Best, Minshew, &
Strauss, 2010; Wojcik, Allen, Brown, & Souchay, 2011). Results from these studies have
been inconsistent; whereas Wilkinson et al. (2010) report that confidence judgments made by
children with ASD were less accurate than those made by typically developing children,
Wojcik and colleague report no impairments in JOC accuracy in children with ASD (Wojcik
et al., 2011). Thus, the study of metacognitive monitoring in ASD is in its infancy and, in our
view, a sustained study of metamemory and its neurocognitive basis in ASD would be
fruitful.
Future research should address these issues, and should also aim to address whether it
is possible to foster metacognitive skills in individuals who do show impairments. In our
view, a comprehensive investigation of metacognition in ASD is essential, given the
consequences that impaired metacognitive monitoring and regulation may have on an
individuals cognitive performance. It is hoped that alongside future research the findings

25

from this study will help to establish a more definitive account of metacognitive ability in
ASD, and that a greater understanding of this area will eventually contribute to successful
remediation of cognitive and behavioural impairments in this disorder.

26

27

Table 1: Participant Characteristics (Means, Standard Deviations and Inferential Statistics)

Group
t

Cohens d

30.49 (14.54)

0.37

.710

0.12

111.67 (14.66)

112.28 (10.87)

0.14

.888

0.05

PIQ

109.67 (15.75)

114.50 (10.96)

1.07

.293

0.36

FSIQ

113.17 (15.22)

114.94 (10.50)

0.41

.686

0.14

AQ Total Score

33.39 (9.24)

13.00 (6.22)

7.77

<.001

2.59

ADOS Social +

11.20 (3.57)

ASD

Neurotypical

(n = 18)

(n = 18)

Age (years)

28.92 (10.27)

VIQ

Communication Score*
AQ: Autism-spectrum Quotient; ADOS: Autism Diagnostic Observation Schedule; PIQ =
performance IQ; FSIQ = full scale IQ; VIQ = verbal IQ
*Based on 15/18 participants

28

Table 2: Means (SDs) and inferential statistics for group differences in performance on the FOK task, MCQ, and animations
task
Experimental Measure
FOK Task: Object-level Proportion of targets recalled
memory performance
Proportion of targets recognised
FOK Task: Metamemory Gamma score*
performance
Number of over-confident judgments
Number of under-confident judgments
MCQ
Cognitive self-consciousness subscale
Cognitive confidence subscale
Animations task
Mentalising condition
Goal-directed condition

Group
ASD

Neurotypical

Cohens d

.18 (.16)

.31 (.22)

2.01

.052

0.68

.68 (.23)
.09 (.16)

.76 (.16)
.26 (.16)

1.29
3.25

.205
.003

0.40
1.06

9.56 (9.59)
19.72 (11.54)
21.24 (3.90)
18.82 (4.14)
3.78 (1.70)
5.83 (1.50)

6.11 (4.85)
14.55 (7.69)
16.89 (4.31)
19.83 (5.17)
4.89 (1.71)
7.22 (0.73)

1.36
1.58
3.12
.635
1.96
3.52

.183
.123
.004
.530
.059
.001

0.45
0.53
1.06
0.22
0.65
1.18

Note: ASD = autism spectrum disorder; FOK = Feeling of knowing; MCQ = Meta-cognitions Questionnaire
*Gamma scores index metamemory monitoring accuracy

Footnotes
1

We would like to thank several anonymous reviewers of an earlier version of this

article, who helpfully suggested several possible explanations for reduced gamma scores in
the ASD group.

References
Abell, F., Happ, F., & Frith, U. (2000). Do triangles play tricks? Attribution of mental states
to animated shapes in normal and abnormal development. Cognitive Development,
15(1), 1-16.
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental
disorders (4th edition, text revised) (DSM-IV-TR). Washington DC: American
Psychiatric Association.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental
disorders (5th edition). Washington DC: American Psychiatric Association.
Baron-Cohen, S., Wheelwright, S., Skinner, R., Martin, J., & Clubley, E. (2001). The
Autism-Spectrum Quotient (AQ): Evidence from Asperger syndrome/highfunctioning autism, males and females, scientists and mathematicians. Journal of
Autism and Developmental Disorders, 31(1), 5-17.
Bastin, C., Feyers, D., Souchay, C., Guillaume, B., Pepin, J. L., Lemaire, C., . . . Salmon, E.
(2012). Frontal and posterior cingulate metabolic impairment in the behavioral variant
of frontotemporal dementia with impaired autonoetic consciousness. Human Brain
Mapping, 33(6), 1268-1278.
Brown, A. L., & Campione, J. C. (1996). Psychological theory and the design of innovative
learning environments: On procedures, principles, and systems. In L. Schauble & R.
Glaser (Eds.), Innovations in learning: New environments for education. Hillsdale,
NJ, England: Lawrence Erlbaum Associates.
Carruthers, P. (2009). How we know our own minds: The relationship between mindreading
and metacognition. Behavioral and Brain Sciences, 32(2), 121-182.

Cartwright-Hatton, S., & Wells, A. (1997). Beliefs about Worry and Intrusions: The MetaCognitions Questionnaire and its Correlates. Journal of Anxiety Disorders, 11(3),
279-296.
Cohen, J. (1969). Statistical power analysis for the behavioural sciences. San Diego, CA:
Academic Press.
Cohen, J. (1992). A Power Primer. Psychological Bulletin, 112(1), 155-159.
Coltheart, M. (1981). The MRC psycholinguistic database. . Quarterly Journal of
Experimental Psychology Section A: Human Experimental Psychology(33), 497-505.
Dunlosky, J., Domoto, P. K., Wang, M. L., Ishikawa, T., Roberson, I., Nelson, T. O., &
Ramsay, D. S. (1998). Inhalation of 30% nitrous oxide impairs people's learning
without impairing people's judgments of what will be remembered. Experimental and
Clinical Psychopharmacology, 6(1), 77-86.
Dunlosky, J., Kubat-Silman, A. K., & Hertzog, C. (2003). Training monitoring skills
improves older adults' self-paced associative learning. Psychology and Aging, 18(2),
340-345.
Estes, A., Rivera, V., Bryan, M., Cali, P., & Dawson, G. (2011). Discrepancies Between
Academic Achievement and Intellectual Ability in Higher-Functioning School-Aged
Children with Autism Spectrum Disorder. Journal of Autism and Developmental
Disorders, 41(8), 1044-1052.
Farrant, A., Boucher, J., & Blades, M. (1999). Metamemory in children with autism. Child
Development, 70(1), 107-131.
Faul, F., Erdfelder, E., Lang, A. G., & Buchner, A. (2007). G*Power 3: A flexible statistical
power analysis program for the social, behavioral, and biomedical sciences. Behavior
Research Methods, 39(2), 175-191.

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive

developmental inquiry. American Psychologist, 34, 906-911.
Flavell, J. H. (2000). Development of children's knowledge about the mental world.
International Journal of Behavioral Development, 24(1), 15-23.
Frith, U., & Happ, F. (1999). Theory of mind and self-consciousness: What is it like to be
autistic? Mind & Language, 14(1), 1-22.
Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C. L., Owen, R., & Schroeter, K.
(2003). Enhancing third-grade students' mathematical problem solving with selfregulated learning strategies. Journal of Educational Psychology, 95(2), 306-315.
Goldman, A. (2006). Simulating Minds: The Philosophy, Psychology and Neuroscience of
Mindreading. Oxford: Oxford University Press.
Goodman, L. A., & Kruskal, W. H. (1954). Measures of association for cross classifications.
Journal of the American Statistical Association, 49(268), 732-764.
Hart, J. T. (1965). Memory and the feeling-of-knowing experience. Journal of Educational
Psychology, 56(4), 208-216.
Hartwig, M. K., Was, C. A., Isaacson, R. M., & Dunlosky, J. (2012). General knowledge
monitoring as a predictor of in-class exam performance. British Journal of
Educational Psychology, 82(3), 456-468.
Hurlburt, R. T., Happ, F., & Frith, U. (1994). Sampling the form of inner experience in 3
adults with Asperger syndrome. Psychological Medicine, 24(2), 385-395.
Janowsky, J. S., Shimamura, A. P., & Squire, L. R. (1989). Memory and metamemory comparisons between patients with frontal-lobe lesions and amnesic patients.
Psychobiology, 17(1), 3-11.
Johnson, S., Filliter, J., & Murphy, R. (2009). Discrepancies Between Self- and ParentPerceptions of Autistic Traits and Empathy in High Functioning Children and

Adolescents on the Autism Spectrum. Journal of Autism and Developmental

Disorders, 39(12), 1706-1714.
Jones, C. R. G., Happe, F., Golden, H., Marsden, A. J. S., Tregay, J., Simonoff, E., . . .
Charman, T. (2009). Reading and Arithmetic in Adolescents With Autism Spectrum
Disorders: Peaks and Dips in Attainment. Neuropsychology, 23(6), 718-728.
Kelemen, W. L., Frost, P. J., & Weaver, C. A. (2000). Individual differences in
metacognition: Evidence against a general metacognitive ability. Memory &
Cognition, 28(1), 92-107.
Koriat, A. (1993). How do we know what we know - The accesibility model of feeling-ofknowing. Psychological Review, 100(4), 609-639.
Kucera, H., & Francis, W. N. (1967). Computational analysis of present day American
English. Providence, RI: Brown University Press.
Leonesio, R. J., & Nelson, T. O. (1990). Do different metamemory judgments tap the same
underlying aspects of memory. Journal of Experimental Psychology-Learning
Memory and Cognition, 16(3), 464-470.
Lerner, M. D., Calhoun, C. D., Mikami, A. Y., & De Los Reyes, A. (2012). Understanding
Parent-Child Social Informant Discrepancy in Youth with High Functioning Autism
Spectrum Disorders. Journal of Autism and Developmental Disorders, 42(12), 26802692.
Lind, S. E., Williams, D. M., Bowler, D. M., & Peel, A. (2014). Episodic Memory and
Episodic Future Thinking Impairments in High-Functioning Autism Spectrum
Disorder: An Underlying Difficulty With Scene Construction or Self-Projection.
Neuropsychology, 28(1), 55-67.
Lord, C., Risi, S., Lambrecht, L., Cook, E. H., Leventhal, B. L., DiLavore, P. C., . . . Rutter,
M. (2000). The Autism Diagnostic Observation Schedule-Generic: A standard

measure of social and communication deficits associated with the spectrum of autism.
Journal of Autism and Developmental Disorders, 30(3), 205-223.
Mervis, C. B., & Klein-Tasman, B. P. (2004). Methodological issues in group-matching
designs: alpha levels for control variable comparisons and measurement
characteristics of control and target variables. Journal of Autism and Developmental
Disorders, 34(1), 7-17.
Metcalfe, J., Schwartz, B. L., & Joaquim, S. G. (1993). The Cue-Familiarity Heuristic In
Metacognition. Journal of Experimental Psychology-Learning Memory and
Cognition, 19(4), 851-861.
Miller, G. A., & Chapman, J. P. (2001). Misunderstanding analysis of covariance. Journal of
Abnormal Psychology, 110(1), 40-48.
Nelson, T. O. (1984). A comparison of current measures of the accuracy of feeling-ofknowing predictions. Psychological Bulletin, 95(1), 109-133.
Nelson, T. O., & Narens, L. (1990). Metamemory A Theoretical Framework And New
Findings. The Psychology of Learning and Motivation, 26, 125-174.
Nelson, T. O., Narens, L., & Dunlosky, J. (2004). A revised methodology for research on
metamemory: Pre-judgment recall and monitoring (PRAM). Psychological Methods,
9(1), 53-69.
Nichols, S., & Stich, S. (2003). Mindreading: An Integrated Account of Pretence, SelfAwareness, and Understanding Other Minds. Oxford: Oxford University Press.
Owens, J. S., Goldfine, M. E., Evangelista, N. M., Hoza, B., & Kaiser, N. M. (2007). A
critical review of self-perceptions and the positive illusory bias in children with
ADHD. Clinical Child and Family Psychology Review, 10(4), 335-351.
Premack, D., & Woodruff, G. (1978). Does the chimpanzee have a theory of mind?
Behavioral and Brain Sciences, 1(04), 515-526.

Shimamura, A. P., & Squire, L. R. (1986). Memory and metamemory - a study of the feelingof-knowing phenomenon in amnesic patients. Journal of Experimental PsychologyLearning Memory and Cognition, 12(3), 452-460.
Sitko, B. M. (1998). Knowing how to write: Metacognition and writing instruction. In D. J.
Hacker, J. Dunlosky & A. Graesser (Eds.), Metacognitionin educational theory and
practice (pp. 93-115). London: Lawrence Erlbaum Associates.
Snodgrass, J. G., & Corwin, J. (1988). Pragmatics of measuring recognition memory applications to dementia and amnesia. Journal of Experimental Psychology-General,
117(1), 34-50.
Thiede, K. W., Anderson, M. C. M., & Therriault, D. (2003). Accuracy of metacognitive
monitoring affects learning of texts. Journal of Educational Psychology, 95(1), 66-73.
Wechsler, D. (1999). Wechsler abbreviated scale of intelligence. New York, NY: The
Psychological Corporation: Harcourt Brace & Company.
Wilkinson, D. A., Best, C. A., Minshew, N. J., & Strauss, M. S. (2010). Memory Awareness
for Faces in Individuals with Autism. Journal of Autism and Developmental
Disorders, 40(11), 1371-1377.
Williams, D. M. (2010). Theory of own mind in autism. Autism, 14(5), 474-494.
Williams, D. M., & Happ, F. (2009). What did I say? versus What did I think? Attributing
false beliefs to self amongst children with and without autism. Journal of Autism and
Developmental Disorders, 39(6), 865-873.
Williams, D. M., & Happ, F. (2010a). Recognising 'social' and 'non-social' emotions in self
and others: A study of autism. Autism, 14(4), 285-304.
Williams, D. M., & Happ, F. (2010b). Representing intentions in self and other: studies of
autism and typical development. Developmental Science, 13(2), 307-319.

Wojcik, D. Z., Allen, R. J., Brown, C., & Souchay, C. (2011). Memory for actions in autism
spectrum disorder. Memory, 19(6), 549-558.
Wojcik, D. Z., Moulin, C. J. A., & Souchay, C. (2013). Metamemory in Children With
Autism: Exploring Feeling-of-Knowing in Episodic and Semantic Memory.
Neuropsychology, 27, 19-27.
Woodbury-Smith, M., Robinson, J., & Baron-Cohen, S. (2005). Screening adults for
Asperger Syndrome using the AQ : diagnostic validity in clinical practice. Journal of
Autism and Developmental Disorders 35, 331-335.
World Heath Organisation. (1993). International classification of mental and behavioural
disorders: Clinical descriptions and diagnostic guidelines (10th edn.) Geneva,
Switzerland: World Heath Organisation.
Yirmiya, N., Erel, O., Shaked, M., & Solomonica-Levi, D. (1998). Meta-analyses comparing
theory of mind abilities of individuals with autism, individuals with mental
retardation, and normally developing individuals. Psychological Bulletin, 124(3), 283307.

8
All in-text references underlined in blue are linked to publications on ResearchGate, letting you access and read them immediately.