Two experiments tested the hypothesis that a plausible contributory factor of structural language impairment in Autism Spectrum Disorder (ASD) is impaired declarative memory. We hypothesized that familiarity and recollection (subserving semantic and episodic memory, respectively) are both impaired in autistic individuals with clinically significant language impairment and learning disability (ASD^LI/LD); whereas recollection is selectively impaired in autistic individuals with typical language (ASD^TL). Teenagers with ASD^LI/LD (n = 19) and primary school age children with ASD^TL (n = 26) were compared with teenagers with learning disability (LD) (n = 26) without autism, and primary school aged typically developing (TD) children (n = 32). Both experiments provided strong support for the hypothesized links between declarative memory processes and lexical‐semantic facets of language in the two autistic groups, but not in the TD group. Additional findings of interest were that declarative memory processes and lexical‐semantic knowledge were also linked in the LD group and that the ASD groups—and to a lesser extent the LD group—may have compensated for declarative memory impairments using spared visual‐perceptual abilities, a finding with potential educational implications. Relative difficulties with familiarity and recollection in ASD^LI/LD and LD may help explain structural language impairment, as investigated here, but also the broader learning disabilities found in these populations. Autism Res 2020. © 2020 International Society for Autism Research, Wiley Periodicals, Inc. Autism Res 2020, 13: 1947‐1958. © 2020 International Society for Autism Research, Wiley Periodicals, Inc.

中文翻译：

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自闭症儿童和青少年的陈述式记忆和结构性语言障碍

两项实验检验了以下假设：自闭症谱系障碍（ASD）中的一种结构性语言障碍的可能归因因素是声明性记忆受损。我们假设在具有临床上显着的语言障碍和学习障碍的自闭症患者中，熟悉度和记忆力（分别保留语义和情节记忆）均受到损害（ASD ^{LI / LD}）；而使用典型语言（ASD ^TL）的自闭症患者有选择性地影响回忆。将ASD ^{LI / LD}青少年（n = 19）和小学生ASD ^TL（n = 26）与学习障碍（LD）青少年（n= 26）没有自闭症，小学年龄段通常会发育（TD）儿童（n = 32）。这两个实验都为两个自闭症组（但在TD组中）的声明性记忆过程与语言的词汇语义方面之间的假设联系提供了有力支持。有趣的其他发现是，陈述性记忆过程和词汇语义知识在LD组中也联系在一起，而ASD组（在较小程度上是LD组）可能使用了备用的视觉感知能力补偿了陈述性记忆障碍，有潜在教育意义的发现。ASD ^{LI / LD中}熟悉和回忆的相对困难如本文所述，LD和LD可能有助于解释结构性语言障碍，但也有助于解释这些人群中广泛的学习障碍。自闭症 2020年。©2020国际自闭症研究协会，Wiley Periodicals，Inc.自闭症研究2020，13：1947-1958。©2020国际自闭症研究协会，Wiley Periodicals，Inc.。