Background and aims The ‘dual-systems’ model of language acquisition has been used by Ullman et al. to explain patterns of strength and weakness in the language of higher-functioning people with autism spectrum disorder. Specifically, intact declarative/explicit learning is argued to compensate for a deficit in non-declarative/implicit procedural learning, constituting an example of the so-called see-saw effect. Ullman and Pullman extended their argument concerning a see-saw effect on language in autism spectrum disorder to cover other perceived anomalies of behaviour, including impaired acquisition of social skills. The aim of this paper is to present a critique of Ullman et al.’s claims and to propose an alternative model of links between memory systems and language in autism spectrum disorder. Main contribution We argue that a four-system model of learning, in which intact semantic and procedural memory are used to compensate for weaknesses in episodic memory and perceptual learning, can better explain patterns of language ability across the autistic spectrum. We also argue that attempts to generalise the ‘impaired implicit learning/spared declarative learning’ theory to other behaviours in autism spectrum disorder are unsustainable. Conclusions Clinically significant language impairments in autism spectrum disorder are under-researched, despite their impact on everyday functioning and quality of life. The relative paucity of research findings in this area lays it open to speculative interpretation which may be misleading. Implications More research is needed into links between memory/learning systems and language impairments across the spectrum. Improved understanding should inform therapeutic intervention and contribute to investigation of the causes of language impairment in autism spectrum disorder with potential implications for prevention.

中文翻译：

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自闭症谱系障碍患者的记忆，学习和语言

背景和目的Ullman等人已经使用了语言习得的“双系统”模型。解释高功能自闭症谱系障碍者语言中的优势和劣势模式。具体来说，完整的陈述式/外显式学习被认为可以弥补非陈述式/内隐式过程学习中的不足，构成了所谓的跷跷板效应的一个例子。乌尔曼（Ellman）和铂尔曼（Pullman）扩展了关于自闭症谱系障碍对语言的跷跷板影响的论点，以涵盖其他感知到的行为异常，包括社交技能的获取障碍。本文的目的是提出对Ullman等人的主张的批评，并提出自闭症谱系障碍患者记忆系统与语言之间联系的替代模型。主要贡献我们认为，使用完整的语义和过程记忆来弥补情节记忆和知觉学习中的弱点的四系统学习模型可以更好地解释自闭症谱系中的语言能力模式。我们还认为，将“受损的内隐学习/稀疏的声明式学习”理论推广到自闭症谱系障碍的其他行为是不可持续的。结论尽管对自闭症谱系障碍的临床重大语言障碍会影响其日常功能和生活质量，但仍对其进行了研究。该领域研究成果的相对匮乏使得人们可能会进行误解的推测性解释。启示需要对记忆/学习系统与整个频谱的语言障碍之间的联系进行更多研究。更好的理解应该为治疗干预提供信息，并有助于调查自闭症谱系障碍中语言障碍的原因，可能对预防产生影响。