{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,23]],"date-time":"2026-08-23T11:20:48Z","timestamp":1787484048538,"version":"build-2736575974"},"reference-count":52,"publisher":"SAGE Publications","issue":"9","license":[{"start":{"date-parts":[[2026,7,22]],"date-time":"2026-07-22T00:00:00Z","timestamp":1784678400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"},{"start":{"date-parts":[[2026,7,22]],"date-time":"2026-07-22T00:00:00Z","timestamp":1784678400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"funder":[{"DOI":"10.13039\/100002607","name":"American Speech-Language-Hearing Foundation","doi-asserted-by":"publisher","award":["New Investigators Grant"],"award-info":[{"award-number":["New Investigators Grant"]}],"id":[{"id":"10.13039\/100002607","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/100006952","name":"Louisiana Board of Regents","doi-asserted-by":"publisher","award":["GR-00012228"],"award-info":[{"award-number":["GR-00012228"]}],"id":[{"id":"10.13039\/100006952","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Autism"],"published-print":{"date-parts":[[2026,9]]},"abstract":"<jats:p>Retrieval practice enhances learning and is most effective when feedback is provided. Despite robust evidence that retrieval practice and post-retrieval feedback benefit numerous clinical populations, these techniques have not been studied in autism. In two experiments, we measured retrieval practice and post-retrieval feedback effects on associative memory in autistic and non-autistic adults residing in the United States. Participants attempted to memorize semantically unrelated word pairs, which were then reviewed during a practice phase consisting of retrieval practice with and without feedback. In Experiment 1, word pairs were presented to participants (40 autistic; 40 non-autistic) auditorily. In Experiment 2, stimuli were presented visually and restudy trials were added to the practice phase. Additionally, feedback for retrieval practice trials was manipulated between-subjects (80 participants per group) and a four-alternative recognition test was used in the practice phase. In both experiments, the testing phase consisted of cued recall. Both experiments yielded benefits of feedback following initial retrieval practice across groups. In addition, Experiment 2 demonstrated that both groups benefited from retrieval practice compared to restudy, even without feedback. Our results suggest that the well-documented effects of retrieval practice, particularly in concert with post-retrieval feedback, extend to support learning among autistic as well as non-autistic individuals.<\/jats:p>\n                  <jats:sec>\n                    <jats:title>Lay Abstract<\/jats:title>\n                    <jats:p>\n                      Every autistic person has their own unique sensory, perceptual, and social experiences that impact learning in different ways. Although many autistic learners have average or above-average IQ, individuals with a diagnosis of autism have an increased likelihood of co-occurring learning disabilities and episodic memory difficulties. These memory-related challenges make it especially important to identify strategies that can support learning in autistic populations. Retrieval practice may be one such strategy, which involves testing oneself on previously learned information. Notably, retrieval practice supports learning among many clinical populations who experience memory and learning difficulties, yet it has not been investigated among autistic learners. This study measured the effects of retrieval practice and post-retrieval feedback among autistic and non-autistic adults (40 per group in Experiment 1; 80 per group in Experiment 2) residing in the United States. The task was divided into three sections. First, participants completed a \u201clearning\u201d block where they attempted to memorize unrelated word pairings (e.g.,\n                      <jats:italic toggle=\"yes\">typing flower<\/jats:italic>\n                      ). Second was a \u201cpractice\u201d block, in which they reviewed the recently learned word pairs. Practice trials consisted of retrieval practice with feedback, retrieval practice without feedback, and restudy. In restudy trials, participants reviewed the full word pair (e.g.,\n                      <jats:italic toggle=\"yes\">typing flower<\/jats:italic>\n                      ) and selected the second word (e.g.,\n                      <jats:italic toggle=\"yes\">flower<\/jats:italic>\n                      ) among a list of three similar words (e.g.,\n                      <jats:italic toggle=\"yes\">blossom, bud, bloom<\/jats:italic>\n                      ). In retrieval practice trials, participants were given the first word (e.g.,\n                      <jats:italic toggle=\"yes\">typing<\/jats:italic>\n                      ) and attempted to remember its corresponding word (e.g.,\n                      <jats:italic toggle=\"yes\">flower<\/jats:italic>\n                      ). In feedback trials, after participants made their response, they were presented with the full word pair (e.g.,\n                      <jats:italic toggle=\"yes\">typing flower<\/jats:italic>\n                      ) regardless of their accuracy. In the third and final \u201ctesting\u201d block, participants\u2019 memory for word pairs was tested once more. This allowed us to compare the effect of retrieval practice with feedback, retrieval practice without feedback, and restudying on final test performance. In addition, we measured the generalizability of the testing effect in different learning contexts (listening to word pairs in Experiment 1; reading word pairs in Experiment 2) and retrieval practice formats (cued recall in Experiment 1; multiple choice in Experiment 2). In both experiments, the benefits of feedback following retrieval practice were evident, and retrieval practice was a more effective learning strategy than restudying word pairs. These outcomes were present in autistic and non-autistic learners alike. This study is the first to demonstrate that retrieval practice with feedback promotes learning in autistic adults. It is well-documented that autistic individuals face suboptimal educational and vocational outcomes compared to their non-autistic peers; thus, strategies that support learning are important to study. These findings contribute to a large body of existing research affirming retrieval practice as a flexible learning strategy that is most effective when accompanied by feedback and may have the potential to improve outcomes for autistic learners.\n                    <\/jats:p>\n                  <\/jats:sec>","DOI":"10.1177\/13623613261464659","type":"journal-article","created":{"date-parts":[[2026,7,23]],"date-time":"2026-07-23T05:26:58Z","timestamp":1784784418000},"page":"2272-2287","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":0,"title":["Examining the Roles of Retrieval Practice and Post-Retrieval Feedback in Learning Among Autistic Adults"],"prefix":"10.1177","volume":"30","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-7831-251X","authenticated-orcid":false,"given":"Brianna E.","family":"Cairney","sequence":"first","affiliation":[{"name":"Louisiana State University, Baton Rouge, USA"},{"name":"Yale University, New Haven, CT, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8216-7063","authenticated-orcid":false,"given":"Eileen","family":"Haebig","sequence":"additional","affiliation":[{"name":"Louisiana State University, Baton Rouge, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-3427-8206","authenticated-orcid":false,"given":"Heather D.","family":"Lucas","sequence":"additional","affiliation":[{"name":"Louisiana State University, Baton Rouge, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2026,7,22]]},"reference":[{"key":"e_1_3_4_2_1","doi-asserted-by":"crossref","unstructured":"Abel M. B\u00e4uml K.-H. T. (2020). Would you like to learn more? Retrieval practice plus feedback can increase motivation to keep on studying. Cognition 201 104316. https:\/\/doi.org\/10.1016\/j.cognition.2020.104316","DOI":"10.1016\/j.cognition.2020.104316"},{"key":"e_1_3_4_3_1","doi-asserted-by":"crossref","unstructured":"Arunachalam S. Steele A. Pelletier T. Luyster R. (2024). Do focused interests support word learning? A study with autistic and nonautistic children. Autism Research 17(5) 955\u2013971. https:\/\/doi.org\/10.1002\/aur.3121","DOI":"10.1002\/aur.3121"},{"key":"e_1_3_4_4_1","doi-asserted-by":"crossref","unstructured":"Baer J. L. Vasavada A. Cohen R. G. (2022). Posture biofeedback increases cognitive load. Psychological Research 86(6) 1892\u20131903. https:\/\/doi.org\/10.1007\/s00426-021-01622-2","DOI":"10.1007\/s00426-021-01622-2"},{"issue":"9","key":"e_1_3_4_5_1","first-page":"341","article-title":"Praat, a system for doing phonetics by computer","volume":"5","author":"Boersma P.","year":"2001","unstructured":"Boersma P. (2001). Praat, a system for doing phonetics by computer. Glot International, 5(9), 341\u2013345.","journal-title":"Glot International"},{"key":"e_1_3_4_6_1","doi-asserted-by":"crossref","unstructured":"Broadbent J. Stokes M. A. (2013). Removal of negative feedback enhances WCST performance for individuals with ASD. Research in Autism Spectrum Disorders 7(6) 785\u2013792. https:\/\/doi.org\/10.1016\/j.rasd.2013.03.002","DOI":"10.1016\/j.rasd.2013.03.002"},{"key":"e_1_3_4_7_1","doi-asserted-by":"crossref","unstructured":"B\u00fcrkner P.-C. (2021). Bayesian item response modeling in R with brms and Stan. Journal of Statistical Software 100(5) 1\u201354. https:\/\/doi.org\/10.18637\/jss.v100.i05","DOI":"10.18637\/jss.v100.i05"},{"key":"e_1_3_4_8_1","doi-asserted-by":"crossref","unstructured":"Butler A. C. Karpicke J. D. Roediger H. L. (2008). Correcting a metacognitive error: Feedback increases retention of low-confidence correct responses. Journal of Experimental Psychology: Learning Memory and Cognition 34(4) 918\u2013928. https:\/\/doi.org\/10.1037\/0278-7393.34.4.918","DOI":"10.1037\/0278-7393.34.4.918"},{"key":"e_1_3_4_9_1","doi-asserted-by":"crossref","unstructured":"Carpenter S. K. Pan S. C. Butler A. C. (2022). The science of effective learning with spacing and retrieval practice. Nature Reviews Psychology 1(9) 496\u2013511. https:\/\/doi.org\/10.1038\/s44159-022-00089-1","DOI":"10.1038\/s44159-022-00089-1"},{"key":"e_1_3_4_10_1","doi-asserted-by":"crossref","unstructured":"Chandler J. J. Paolacci G. (2017). Lie for a dime: When most prescreening responses are honest but most study participants are impostors. Social Psychological and Personality Science 8(5) 500\u2013508. https:\/\/doi.org\/10.1177\/1948550617698203","DOI":"10.1177\/1948550617698203"},{"key":"e_1_3_4_11_1","doi-asserted-by":"crossref","unstructured":"Chen L. Liu J. Kang J. B. Rosenberg-Lee M. Abrams D. A. Menon V. (2024). Atypical pattern separation memory and its association with restricted interests and repetitive behaviors in autistic children. Autism 28(6) 1503\u20131518. https:\/\/doi.org\/10.1177\/13623613231223354","DOI":"10.1177\/13623613231223354"},{"key":"e_1_3_4_12_1","doi-asserted-by":"crossref","unstructured":"Coyne J. H. Borg J. M. DeLuca J. Glass L. Sumowski J. F. (2015). Retrieval practice as an effective memory strategy in children and adolescents with traumatic brain injury. Archives of Physical Medicine and Rehabilitation 96(4) 742\u2013745. https:\/\/doi.org\/10.1016\/j.apmr.2014.09.022","DOI":"10.1016\/j.apmr.2014.09.022"},{"key":"e_1_3_4_13_1","doi-asserted-by":"crossref","unstructured":"Demurie E. Roeyers H. Baeyens D. Sonuga-Barke E. (2011). Common alterations in sensitivity to type but not amount of reward in ADHD and autism spectrum disorders: Reward sensitivity in ADHD and ASD. Journal of Child Psychology and Psychiatry 52(11) 1164\u20131173. https:\/\/doi.org\/10.1111\/j.1469-7610.2010.02374.x","DOI":"10.1111\/j.1469-7610.2010.02374.x"},{"key":"e_1_3_4_14_1","doi-asserted-by":"crossref","unstructured":"Desaunay P. Briant A. R. Bowler D. M. Ring M. G\u00e9rardin P. Baleyte J.-M. Gu\u00e9nol\u00e9 F. Eustache F. Parienti J.-J. Guillery-Girard B. (2020). Memory in autism spectrum disorder: A meta-analysis of experimental studies. Psychological Bulletin 146(5) 377\u2013410. https:\/\/doi.org\/10.1037\/bul0000225","DOI":"10.1037\/bul0000225"},{"key":"e_1_3_4_15_1","doi-asserted-by":"crossref","unstructured":"Eckes T. Buhlmann U. Holling H.-D. M\u00f6llmann A. (2023). Comprehensive ABA-based interventions in the treatment of children with autism spectrum disorder \u2013 A meta-analysis. BMC Psychiatry 23(1) Article 133. https:\/\/doi.org\/10.1186\/s12888-022-04412-1","DOI":"10.1186\/s12888-022-04412-1"},{"key":"e_1_3_4_16_1","doi-asserted-by":"crossref","unstructured":"Geng K. Wang Y. Fu W. Chen S. Yang Y. (2024). Episodic memory impairment and its influencing factors in individuals with autism spectrum disorder: Systematic review and meta-analysis. European Archives of Psychiatry and Clinical Neuroscience 275 2429\u20132447. https:\/\/doi.org\/10.1007\/s00406-024-01889-7","DOI":"10.1007\/s00406-024-01889-7"},{"key":"e_1_3_4_17_1","doi-asserted-by":"crossref","unstructured":"Grant D. A. Berg E. (1948). A behavioral analysis of degree of reinforcement and ease of shifting to new responses in a Weigl-type card-sorting problem. Journal of Experimental Psychology 38(4) 404\u2013411. https:\/\/doi.org\/10.1037\/h0059831","DOI":"10.1037\/h0059831"},{"key":"e_1_3_4_18_1","doi-asserted-by":"crossref","unstructured":"Griffin Z. A. M. Boulton K. A. Thapa R. DeMayo M. M. Ambarchi Z. Thomas E. Pokorski I. Hickie I. B. Guastella A. J. (2022). Atypical sensory processing features in children with autism and their relationships with maladaptive behaviors and caregiver strain. Autism Research 15(6) 1120\u20131129. https:\/\/doi.org\/10.1002\/aur.2700","DOI":"10.1002\/aur.2700"},{"key":"e_1_3_4_19_1","doi-asserted-by":"crossref","unstructured":"Haebig E. Leonard L. B. Deevy P. Karpicke J. Christ S. L. Usler E. Kueser J. B. Souto S. Krok W. Weber C. (2019). Retrieval-based word learning in young typically developing children and children with development language disorder II: A comparison of retrieval schedules. Journal of Speech Language and Hearing Research 62(4) 944\u2013964. https:\/\/doi.org\/10.1044\/2018_JSLHR-L-18-0071","DOI":"10.1044\/2018_JSLHR-L-18-0071"},{"key":"e_1_3_4_20_1","doi-asserted-by":"crossref","unstructured":"Hartley C. Bird L.-A. Monaghan P. (2019). Investigating the relationship between fast mapping retention and generalisation of words in children with autism spectrum disorder and typical development. Cognition 187 126\u2013138. https:\/\/doi.org\/10.1016\/j.cognition.2019.03.001","DOI":"10.1016\/j.cognition.2019.03.001"},{"key":"e_1_3_4_21_1","doi-asserted-by":"crossref","unstructured":"Hayakawa S. Bartolotti J. Van Den Berg A. Marian V. (2019). Language difficulty and prior learning influence foreign vocabulary acquisition. Languages 5(1) 2. https:\/\/doi.org\/10.3390\/languages5010002","DOI":"10.3390\/languages5010002"},{"key":"e_1_3_4_22_1","unstructured":"Henninger F. Shevchenko Y. Mertens U. Kieslich P. J. Hilbig B. E. (2024). lab.js: A free open online experiment builder (Version v23.0.0-alpha4) [Computer software]. Zenodo. https:\/\/doi.org\/10.5281\/ZENODO.597045"},{"key":"e_1_3_4_23_1","doi-asserted-by":"crossref","unstructured":"Hopkins R. F. Lyle K. B. Hieb J. L. Ralston P. A. S. (2016). Spaced retrieval practice increases college students\u2019 short- and long-term retention of mathematics knowledge. Educational Psychology Review 28(4) 853\u2013873. https:\/\/doi.org\/10.1007\/s10648-015-9349-8","DOI":"10.1007\/s10648-015-9349-8"},{"key":"e_1_3_4_24_1","doi-asserted-by":"crossref","unstructured":"Ibrahim I. (2020). Specific learning disorder in children with autism spectrum disorder: Current issues and future implications. Advances in Neurodevelopmental Disorders 4(2) 103\u2013112. https:\/\/doi.org\/10.1007\/s41252-019-00141-x","DOI":"10.1007\/s41252-019-00141-x"},{"key":"e_1_3_4_25_1","doi-asserted-by":"crossref","unstructured":"Johnson C. I. Mayer R. E. (2009). A testing effect with multimedia learning. Journal of Educational Psychology 101(3) 621\u2013629. https:\/\/doi.org\/10.1037\/a0015183","DOI":"10.1037\/a0015183"},{"key":"e_1_3_4_26_1","doi-asserted-by":"crossref","unstructured":"Joseph R. M. Skwerer D. P. Eggleston B. Meyer S. R. Tager-Flusberg H. (2019). An experimental study of word learning in minimally verbal children and adolescents with autism spectrum disorder. Autism & Developmental Language Impairments 4 2396941519834717. https:\/\/doi.org\/10.1177\/2396941519834717","DOI":"10.1177\/2396941519834717"},{"key":"e_1_3_4_27_1","doi-asserted-by":"crossref","unstructured":"Kang S. H. K. McDermott K. B. Roediger H. L. (2007). Test format and corrective feedback modify the effect of testing on long-term retention. European Journal of Cognitive Psychology 19(4\u20135) 528\u2013558. https:\/\/doi.org\/10.1080\/09541440601056620","DOI":"10.1080\/09541440601056620"},{"key":"e_1_3_4_28_1","doi-asserted-by":"crossref","unstructured":"Kercood S. Grskovic J. A. Banda D. Begeske J. (2014). Working memory and autism: A review of literature. Research in Autism Spectrum Disorders 8(10) 1316\u20131332. https:\/\/doi.org\/10.1016\/j.rasd.2014.06.011","DOI":"10.1016\/j.rasd.2014.06.011"},{"key":"e_1_3_4_29_1","doi-asserted-by":"crossref","unstructured":"Klefbeck K. (2023). Educational approaches to improve communication skills of learners with autism spectrum disorder and comorbid intellectual disability: An integrative systematic review. Scandinavian Journal of Educational Research 67(1) 51\u201368. https:\/\/doi.org\/10.1080\/00313831.2021.1983862","DOI":"10.1080\/00313831.2021.1983862"},{"key":"e_1_3_4_30_1","doi-asserted-by":"crossref","unstructured":"Kliegl O. Abel M. B\u00e4uml K.-H. T. (2018). A (preliminary) recipe for obtaining a testing effect in preschool children: Two critical ingredients. Frontiers in Psychology 9 Article 1446. https:\/\/doi.org\/10.3389\/fpsyg.2018.01446","DOI":"10.3389\/fpsyg.2018.01446"},{"key":"e_1_3_4_31_1","doi-asserted-by":"crossref","unstructured":"Leonard L. B. Deevy P. Karpicke J. D. Christ S. L. Kueser J. B. (2020). After initial retrieval practice more retrieval produces better retention than more study in the word learning of children with developmental language disorder. Journal of Speech Language and Hearing Research 63(8) 2763\u20132776. https:\/\/doi.org\/10.1044\/2020_JSLHR-20-00105","DOI":"10.1044\/2020_JSLHR-20-00105"},{"key":"e_1_3_4_32_1","doi-asserted-by":"crossref","unstructured":"Ma X. Li T. Duzi K. yan Li Z. Ma X. Li Y. Zhou A.-B. (2020). Retrieval practice promotes pictorial learning in children aged six to seven years. Psychological Reports 123(6) 2085\u20132100. https:\/\/doi.org\/10.1177\/0033294119856553","DOI":"10.1177\/0033294119856553"},{"key":"e_1_3_4_33_1","doi-asserted-by":"crossref","unstructured":"Maenner M. J. (2023). Prevalence and characteristics of autism spectrum disorder among children aged 8 years\u2014Autism and developmental disabilities monitoring network 11 sites United States 2020. MMWR Surveillance Summaries 72 1\u201314. https:\/\/doi.org\/10.15585\/mmwr.ss7202a1","DOI":"10.15585\/mmwr.ss7202a1"},{"key":"e_1_3_4_34_1","doi-asserted-by":"crossref","unstructured":"Maenner M. J. Shaw K. A. Baio J. EdS1 Washington A. Patrick M. DiRienzo M. Christensen D. L. Wiggins L. D. Pettygrove S. Andrews J. G. Lopez M. Hudson A. Baroud T. Schwenk Y. White T. Rosenberg C. R. Lee L.-C. Harrington R. A. . . .Dietz P. M. (2020). Prevalence of autism spectrum disorder among children aged 8 years\u2014Autism and developmental disabilities monitoring network 11 sites United States 2016. MMWR Surveillance Summaries 69(4) 1\u201312. https:\/\/doi.org\/10.15585\/mmwr.ss6904a1","DOI":"10.15585\/mmwr.ss6904a1"},{"key":"e_1_3_4_35_1","doi-asserted-by":"crossref","unstructured":"McDaniel M. A. Agarwal P. K. Huelser B. J. McDermott K. B. Roediger H. L. (2011). Test-enhanced learning in a middle school science classroom: The effects of quiz frequency and placement. Journal of Educational Psychology 103(2) 399\u2013414. https:\/\/doi.org\/10.1037\/a0021782","DOI":"10.1037\/a0021782"},{"key":"e_1_3_4_36_1","doi-asserted-by":"crossref","unstructured":"Moreira B. F. T. Pinto T. S. D. S. Justi F. R. R. Jaeger A. (2019). Retrieval practice improves learning in children with diverse visual word recognition skills. Memory 27(10) 1423\u20131437. https:\/\/doi.org\/10.1080\/09658211.2019.1668017","DOI":"10.1080\/09658211.2019.1668017"},{"key":"e_1_3_4_37_1","doi-asserted-by":"crossref","unstructured":"Okano K. Kaczmarzyk J. R. Gabrieli J. D. E. (2018). Enhancing workplace digital learning by use of the science of learning. PLOS ONE 13(10) Article e0206250. https:\/\/doi.org\/10.1371\/journal.pone.0206250","DOI":"10.1371\/journal.pone.0206250"},{"key":"e_1_3_4_38_1","doi-asserted-by":"crossref","unstructured":"Oren S. Willerton C. Small J. (2014). Effects of spaced retrieval training on semantic memory in Alzheimer\u2019s disease: A systematic review. Journal of Speech Language and Hearing Research 57(1) 247\u2013270. https:\/\/doi.org\/10.1044\/1092-4388(2013\/12-0352)","DOI":"10.1044\/1092-4388(2013\/12-0352)"},{"key":"e_1_3_4_39_1","doi-asserted-by":"crossref","unstructured":"Pashler H. Cepeda N. J. Wixted J. T. Rohrer D. (2005). When does feedback facilitate learning of words? Journal of Experimental Psychology: Learning Memory and Cognition 31(1) 3\u20138. https:\/\/doi.org\/10.1037\/0278-7393.31.1.3","DOI":"10.1037\/0278-7393.31.1.3"},{"key":"e_1_3_4_40_1","doi-asserted-by":"crossref","unstructured":"Roediger H. L. Agarwal P. K. McDaniel M. A. McDermott K. B. (2011). Test-enhanced learning in the classroom: Long-term improvements from quizzing. Journal of Experimental Psychology: Applied 17(4) 382\u2013395. https:\/\/doi.org\/10.1037\/a0026252","DOI":"10.1037\/a0026252"},{"key":"e_1_3_4_41_1","doi-asserted-by":"crossref","unstructured":"Roediger H. L. Karpicke J. D. (2006a). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science 17(3) 249\u2013255. https:\/\/doi.org\/10.1111\/j.1467-9280.2006.01693.x","DOI":"10.1111\/j.1467-9280.2006.01693.x"},{"key":"e_1_3_4_42_1","doi-asserted-by":"crossref","unstructured":"Roediger H. L. Karpicke J. D. (2006b). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science 1(3) 181\u2013210. https:\/\/doi.org\/10.1111\/j.1745-6916.2006.00012.x","DOI":"10.1111\/j.1745-6916.2006.00012.x"},{"key":"e_1_3_4_43_1","doi-asserted-by":"crossref","unstructured":"Rothwell C. Westermann G. Hartley C. (2024). How do autistic and neurotypical children\u2019s interests influence their accuracy during novel word learning? Journal of Autism and Developmental Disorders 54(9) 3301\u20133315. https:\/\/doi.org\/10.1007\/s10803-023-06066-8","DOI":"10.1007\/s10803-023-06066-8"},{"key":"e_1_3_4_44_1","doi-asserted-by":"crossref","unstructured":"Shevchenko Y. (2022). Open Lab: A web application for running and sharing online experiments. Behavior Research Methods 54(6) 3118\u20133125. https:\/\/doi.org\/10.3758\/s13428-021-01776-2","DOI":"10.3758\/s13428-021-01776-2"},{"key":"e_1_3_4_45_1","doi-asserted-by":"crossref","unstructured":"Siler J. Benjamin A. S. (2020). Long-term inference and memory following retrieval practice. Memory & Cognition 48(4) 645\u2013654. https:\/\/doi.org\/10.3758\/s13421-019-00997-3","DOI":"10.3758\/s13421-019-00997-3"},{"key":"e_1_3_4_46_1","doi-asserted-by":"crossref","unstructured":"Solomon C. (2020). Autism and employment: Implications for employers and adults with ASD. Journal of Autism and Developmental Disorders 50(11) 4209\u20134217. https:\/\/doi.org\/10.1007\/s10803-020-04537-w","DOI":"10.1007\/s10803-020-04537-w"},{"key":"e_1_3_4_47_1","doi-asserted-by":"crossref","unstructured":"Wagenmakers E.-J. Love J. Marsman M. Jamil T. Ly A. Verhagen J. Selker R. Gronau Q. F. Dropmann D. Boutin B. Meerhoff F. Knight P. Raj A. Van Kesteren E.-J. Van Doorn J. \u0160m\u00edra M. Epskamp S. Etz A. Matzke D. . . .Morey R. D. (2018). Bayesian inference for psychology. Part II: Example applications with JASP. Psychonomic Bulletin & Review 25(1) 58\u201376. https:\/\/doi.org\/10.3758\/s13423-017-1323-7","DOI":"10.3758\/s13423-017-1323-7"},{"key":"e_1_3_4_48_1","doi-asserted-by":"crossref","unstructured":"Wang Y. Zhang Y. Liu L. Cui J. Wang J. Shum D. H. K. Van Amelsvoort T. Chan R. C. K. (2017). A meta-analysis of working memory impairments in autism spectrum disorders. Neuropsychology Review 27(1) 46\u201361. https:\/\/doi.org\/10.1007\/s11065-016-9336-y","DOI":"10.1007\/s11065-016-9336-y"},{"key":"e_1_3_4_49_1","doi-asserted-by":"crossref","unstructured":"Wardlow L. Heyman G. D. (2016). The roles of feedback and working memory in children\u2019s reference production. Journal of Experimental Child Psychology 150 180\u2013193. https:\/\/doi.org\/10.1016\/j.jecp.2016.05.016","DOI":"10.1016\/j.jecp.2016.05.016"},{"key":"e_1_3_4_50_1","doi-asserted-by":"crossref","unstructured":"Wei X. Yu J. W. Wagner M. Hudson L. Roux A. M. Shattuck P. Blackorby J. (2018). Job searching job duration and job loss among young adults with autism spectrum disorder. Journal of Vocational Rehabilitation 48(1) 1\u201310. https:\/\/doi.org\/10.3233\/JVR-170922","DOI":"10.3233\/JVR-170922"},{"key":"e_1_3_4_51_1","doi-asserted-by":"crossref","unstructured":"Williams D. L. Goldstein G. Carpenter P. A. Minshew N. J. (2005). Verbal and spatial working memory in autism. Journal of Autism and Developmental Disorders 35(6) 747\u2013756. https:\/\/doi.org\/10.1007\/s10803-005-0021-x","DOI":"10.1007\/s10803-005-0021-x"},{"key":"e_1_3_4_52_1","doi-asserted-by":"crossref","unstructured":"Wilschut T. Sense F. Van Rijn H. (2025). Modality matters: Evidence for the benefits of speech-based adaptive retrieval practice in learners with dyslexia. Topics in Cognitive Science 17(1) 57\u201372. https:\/\/doi.org\/10.1111\/tops.12769","DOI":"10.1111\/tops.12769"},{"key":"e_1_3_4_53_1","doi-asserted-by":"crossref","unstructured":"Zhang M. Chen X. Liu X. L. (2019). Confidence in accuracy moderates the benefits of retrieval practice. Memory 27(4) 548\u2013554. https:\/\/doi.org\/10.1080\/09658211.2018.1529796","DOI":"10.1080\/09658211.2018.1529796"}],"container-title":["Autism"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/13623613261464659","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/full-xml\/10.1177\/13623613261464659","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/13623613261464659","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,8,23]],"date-time":"2026-08-23T10:47:12Z","timestamp":1787482032000},"score":1,"resource":{"primary":{"URL":"https:\/\/journals.sagepub.com\/doi\/10.1177\/13623613261464659"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026,7,22]]},"references-count":52,"journal-issue":{"issue":"9","published-print":{"date-parts":[[2026,9]]}},"alternative-id":["10.1177\/13623613261464659"],"URL":"https:\/\/doi.org\/10.1177\/13623613261464659","relation":{},"ISSN":["1362-3613","1461-7005"],"issn-type":[{"value":"1362-3613","type":"print"},{"value":"1461-7005","type":"electronic"}],"subject":[],"published":{"date-parts":[[2026,7,22]]}}}