Running Head: MEMORY RECALL IN CHILDREN WITH ASPERGER’S

Memory Recall in Children with Asperger’s

Bonnie M. Knutson

University of Idaho
MEMORY RECALL IN CHILDREN WITH ASPERGER’S 2

Abstract

Cognitively speaking, children with high functioning autism, which is diagnosed as

Asperger’s, work on a different spectrum than those who we will consider similar peers without

the diagnosis of Autism. That is to say that these similar peers are of the same age and/or gender.

I will focus on the cognitive development of children with Asperger’s, on the age range of

conception to 18 years of age. The sole focus within the development will be comparisons on

memory recall between Autistic children and Non-Autistic children. Children on the high end of

the spectrum have a gifted ability for memory recall on a diverse set of knowledge and extreme

difficulties with recall on very specific academic topics such as English or Math. I am trying to

find when the cognitive differences appear in children, what those differences are, how they

develop over time and what can be done to assist in crossing over this recall threshold to balance

out their ability to recall everything at a normal standard. There are several famous individuals

who are diagnosed with Asperger’s and I will use them and their autobiographies to relate back

to children in how Autism progresses or slows down over the adolescent portion of their lifespan.
MEMORY RECALL IN CHILDREN WITH ASPERGER’S 3

Memory Recall in Children with Asperger’s

It was thanksgiving break of 2009 when my inspiration for this paper began. My mother

had gone into premature labor at 26 weeks pregnant with my brother. He was born weighing 3

pounds and 2 ounces. He has since been diagnosed with Cerebral Palsy, reported seizure-like

brain activity and Asperger’s, which is an Autism spectrum disorder. It has been speculated that

he had a stroke in the womb at 29 weeks, which cut off oxygen supply to his brain for an

unmeasured amount of time until he was delivered via cesarean section. Due to this severe

complication in my mother’s pregnancy, it has always been unclear as to what really caused my

brother to have Asperger’s. The National Institute of Neurological Disorders and Stroke believes

that Autism spectrum disorders are rooted by genetics and environmental difficulties, which is

clearly evident in my brothers medical file. They go on to mention that beyond genetics and life

in the womb, another key part for a lot of children who end up being diagnosed with Autism is

premature labor. The lack of proper brain development in the womb causes disruptions in the

neural networking processes that are attempting to complete their blueprint of an infant’s

cerebrum.

Fast forward to the current day with my brother, and you would notice how he differs

from other children who are not diagnosed with a form of Autism. That’s not to say though that

all children with Asperger’s present themselves in similar fashions, because every child with

their own diagnosis is unique in their own way. My brother specially relates life and situations to

those he finds in movies, video games, commercials, and all things electronic. This is how my

brother copes with living in a world he doesn’t understand, by replacing reality with fantasy. He

is able to watch movies and quote with perfection the lines of his favorite characters or play
MEMORY RECALL IN CHILDREN WITH ASPERGER’S 4

through video games knowing exactly how to beat it in record time. Now, when I say this I don’t

mean like how normal children learn to adapt to winning games or quoting a very specific line

they found amusing. My brother has the gift of memory recall that is beyond the normal child’s

capability. In his games, he knows how to run it forwards and backwards, where every enemy

hides, optional quests, boss levels, weapons to use that maximize damage to each unique enemy,

the story line can be quoted perfectly from memory and much more. The same concepts can be

said about any other form of visual and audio electronics. This is not a talent most 8-year olds

possess, but here he is excelling in statistics and factoids about non-fictional characters in a

world created by dreamers.

Not only has my life been blessed with my brother, but also my brother in law. Ironically

enough, he too has been diagnosed with Asperger’s, but is currently 20 years of age. His ability

to recall information exceeds what my biological brother is capable of at his current age. For my

brother in law is similar to that of an National Geographic Animal Encyclopedia. What I mean

by this, is that his knowledge for all things biological surpasses what I believe a Graduate student

who studied Zoology would be able to verbally communicate without hesitation.

Memory recollection in individuals who have Asperger’s excels beyond a normal child’s

capability, or at least reaches beyond academic level by several years, but not in every case. My

brother struggles academically in both English and mathematics and has since he started grade

school. He is testing two grade levels below average to put that into a perspective that one could

easily understand. Interestingly enough, I know that Common Core academics provides a almost

repetitive nature when introducing new topics to children, which one would assume would be

beneficial to the children effected by Asperger’s. Not only does this not work for autistic

children but can often be the reason that they avoid attempting to even learn the material to begin
MEMORY RECALL IN CHILDREN WITH ASPERGER’S 5

with due to frustration. In my brother’s words, “If I can’t beat it like a game, I don’t want to

play.”

Cognitive Development in the Womb

From the moment we are conceived, cells start to divide into nondifferentiated cells that a

small portion of will become your brain. During this 9-month process, there is a lot of room for

developmental error. Not much research has been done on the cognitive development of

cerebrums associated with children with Autism in the womb, let alone specifically Asperger’s.

Although MRI scans have been done on children as young as 4 years old with a diagnosis as

such. What scientists have observed in an anatomical comparison is that the overall brain volume

is usually found to be larger in children with an Autistic Spectrum Disorder than that of a normal

child. The Asperger/Autism Network has an article posted by Helen Tager-Flusberg that gives an

insightful research finding of just that, the cerebrum comparisons between children with

Asperger’s and normal children of the same age. They have found that the frontal areas of the

cortex are where this enlargement is primarily located, specifically the white matter, which plays

a role in language and social information processing. It is believed that this growth happens amid

the initial few stretches of life. It is not clear what prompts this expansion in size yet either. The

white matter of the cerebrum, which is imperative for making associations crosswise over

various cells and districts, is by all accounts in charge of the expansion in brain volume. On the

other hand, the extent of the corpus callosum is diminished in children with Autism Spectrum

Disorders. Through these discoveries, Tager-Flusberg has prompted the imperative hypothesis

that in Autism Spectrum Disorders there are contrasts in how well unique zones of the mind are

associated: zones that are far separated are not too connected, which influences how proficiently

complex data is prepared, particularly data that requires coordination crosswise over visual,
MEMORY RECALL IN CHILDREN WITH ASPERGER’S 6

spatial, etymological and psychological abilities. Although, this information doesn’t necessarily

relay back to the brains of infants in the womb, due to ethical issues in attempting to gain such

knowledge, it does provide insight into how we as individuals, and those who have autism

immediately start to portray the world around us, specifically regarding obtaining information

and language processing.

Diagnosing Asperger’s

In the 1940’s Asperger’s syndrome came to light by a pediatrician named Hans Asperger.

Autism Society stated that at this point in time, autism was already a distinguished disorder, and

what branched from that was Asperger’s itself. Uta Frith, a professor at the Institute of Cognitive

Neuroscience of University College London and editor of Autism and Asperger Syndrome,

describes individuals with Asperger’s as “having a dash of autism.” Although it was not until

1994 that it was recognized publicly in the American Psychiatric Associations DSM-IV, as a

separate disorder altogether compared to just being Autistic. Seen in Image 1, you can see how

closely related Autism is to Asperger’s and the level of difficulty that presented itself in a child

prior to 1950’s.

Image 1.
MEMORY RECALL IN CHILDREN WITH ASPERGER’S 7

Interestingly enough, prior to 1940, having any form of autism was originally diagnosed

as having an amnestic disorder which is a group of disorders that involve loss of memories

previously established, loss of the ability to create new memories or loss of the ability to learn

new information. What I personally believe brought them to that conclusion in that time period,

was the fact that is well researched now is that Autistic children struggle to retain information

that is quickly presented to them. So, to assume these children had a memory disorder was not

too farfetched for the decades it was mentioned in.

When it comes to diagnosing a child with an Autism Spectrum Disorder there are two

main symptoms that would be present, social communication challenges and restricted, repetitive

behaviors (Autism Speaks, 2018). These symptoms can start in early childhood but tend to go

unrecognized until the start of grade school where real social interactions, or the lack there of

will emerge and be noticed by a professional staff member, usually the teacher. Where I want to

focus is the restricted and repetitive behaviors that vastly vary between each child who is

diagnosed. One of these behaviors is having a narrow or extreme interest in specific topics, such

as how my brother is with electronics, and my brother in law with animals. Both of those

interests are on the extreme end of self-taught knowledge that could be compared to borderline

obsessive behaviors. Another one is the desperate need for an unvarying routine with difficulty

to change that surpasses how a normal child would adapt to a switch in a pattern. The

consistency is what is expected from children with Asperger’s and straying away from that

causes a disruption in their ability to process the new information that they would find abnormal.

Altogether it is these very specific behaviors that modify memory from an early age, and how

children with Asperger’s need a routine and an adaptable form of education to perform at an

average level of what is expected from them at each educational milestone.

MEMORY RECALL IN CHILDREN WITH ASPERGER’S 8

Average Age for Diagnosis and Common Delays

The distinctive feature of Asperger’s syndrome is difficult social interactions. This may

not, of course, be obvious in younger ages when social conditions are simple. Think in terms of

preschool students playing together pretending to be super heroes compared to a group of 8-year

old’s let alone teenagers. As social behavior’s “rules” become more compliant, the difficulty

with social interactions becomes much more apparent for all trained eyes to see. Based off of the

information provided by Autism Speaks, the average age of diagnosis in the US is 6 years old,

where as in Britain it is a staggering average of 11. Many of these children may present the

social difficulties required for a diagnosis around their peers, but when they interact with adults

this problematic social deficit is not seen. All around many of the issues that need to be seen or

witnessed, go on without recognition for years before there is even a mention of the child having

Asperger’s syndrome. In the last 15 years, thanks in no small part to a real publication on

Asperger’s syndrome, many children are being identified and diagnosed sooner than previous

decades (Interactive Autism Network, 2007). As education and research expands on this topic,

the sooner we as a community will learn how to recognize the signs of Autism at a much earlier

age.

Cognitive Differences between High Functioning and Low Functioning Autism

The question of whether Asperger’s Syndrome can be distinctive from autism has been

the subject of much discussion in academia and may lead to delays in diagnosis and mediation.

As Asperger’s is also known as high functioning autism, where as having what one would

consider actual autism is a low functioning form. A study was published by the Journal of

Psychiatry & Neuroscience titled, Can Asperger Syndrome be distinguished from Autism? An

anatomic likelihood meta-analysis of MRI studies. What was done in this study came down to the
MEMORY RECALL IN CHILDREN WITH ASPERGER’S 9

anatomical differences of grey matter between two set groups, one being the autism group and

the second being the Asperger’s group. Through voxl-based morphometry MRI studies they

came to these results,” The summary autism grey matter map showed lower volumes in the

cerebellum, right uncus, dorsal hippocampus and middle temporal gyrus compared with controls;

grey matter volumes were greater in the bilateral caudate, prefrontal lobe and ventral temporal

lobe. The summary Asperger syndrome map indicated lower grey matter volumes in the bilateral

amygdala/hippocampal gyrus and prefrontal lobe, left occipital gyrus, right cerebellum, putamen

and precuneus compared with controls; grey matter volumes were greater in more limited

regions, including the bilateral inferior parietal lobule and the left fusiform gyrus. Both Asperger

syndrome and autism studies reported volume increase in clusters in the ventral temporal lobe of

the left hemisphere,” (Yu, K. K., Cheung, C., Chua, S. E., & McAlonan, G. M. ,2011). What is

to be taken from this section of the results is that while the differences between gray matter and

the control group for people with Asperger syndrome are sparse than those reported in the autism

portion, the distribution and direction of differences in each category are distinctive.

Cognitive Organizing Strategies

From the book Educating Children with Autism, they talk about how children with autism

spectrum disorders have unique developmental patterns both as a group and individually. A

study had been done to focus on the deficits in executive functioning and more specifically the

lack of use of strategies, and found that with preschoolers who have diagnosed Asperger’s, there

was no difference in functioning compared to normal children of the same age group. (Griffith et

al., 1999; Green et al., 1995)

Children, both of normal ability and those on the autism spectrum, process information in

much the same way. You can think about it symbolically as to how we use filing cabinets to
MEMORY RECALL IN CHILDREN WITH ASPERGER’S 10

store important documents or memorabilia. Every child has a filing cabinet like system in their

brain, and several folders labeled to hold specific information arrayed in some fashion. The

difference here is that when you are peering into the filing cabinet of a child who has Asperger’s,

you are getting a more complex form of organization, comparable to the dewy decimal system.

Inputted information is stored in such a particular way that the more synonymous input there is,

the more readily it is to locate that bit of information again at a later date. Thus, the more the

child is presented and exposed to, the thicker those portions of the files become with deeper

established coding. The behaviors previously mentioned that relate back to diagnosing a child

with Asperger’s, is the same behavior that is breaking ordinary boundaries for memory

recollection, repetition. Not only does repetition play a key role in developing and fine tuning

their ability to store, and therefore proficiently learn the material, it gives the child a routine in an

academic manner.

Implicit vs. Explicit Memory

Long term memory is broken down into two functions, explicit memory which is

declarative in nature, and implicit memory that is procedural. Both are able to function

independently and make up for a possible deficit of the other (Masin L., 2019). Declarative

memory is defining what is what in any situation, as to facts and events, so it is often recalled for

later use when deemed necessary. Whereas procedural memory is knowing how to do things that

are unconscious actions, such as tying a shoelace or riding a bike. You have cultivated this skill

and are able to do it once mastered without having to reteach yourself. So, with that bit of

information, you can probably already grasp how it becomes related to children with Asperger’s.

Given the diagnosis, declarative memory stays in working order and can be enhanced or even

savant like in nature. Evidence has suggested that by compensating for the deficits, especially
MEMORY RECALL IN CHILDREN WITH ASPERGER’S 11

social, children learn exclusively compensatory strategies that are mastered at a young age, a

process that requires declarative memory. These children have been fine tuning this ability from

the moment they could cognitively take in their surroundings, and because of this are able to

excel beyond the standard age level for explicit memory (Ullman, M., & Pullman, M., 2015).

For implicit memory, several studies have been conducted to see if there is an impairment

cognitively for children with Asperger’s. What they have found is that no matter what test they

put children through having Asperger’s, compared to children of the same age and IQ who do

not have Asperger’s is that they still score the same, but it’s how they score that is different. A

speculation on why this is the case is that implicit learning mechanisms are intact in people with

Asperger’s, but the knowledge derived from it is not applied in a successful manner, which can

explain why it is noted that they can perform tasks in the lab but don’t know how to apply it to

real world situations (Kaufman, S., 2010). Altogether, children with Autism spectrum disorders

such as Asperger’s can also learn implicitly about the world and although they learn things

differently, it is not related to how they are unable to socially function.

Spatial Working Memory

Compared to that of a cognitive map, we use spatial memory to find our way around

town with confidence. It can be both short term and long-term memories as well. While working

memory can be described as a limited capacity system that allows you to store and process

information temporarily. This temporary storage allows you to complete or work on complex

tasks while keeping information in mind. For example, the ability to work on a complicated math

problem uses your working memory. Combined you get a process that harnesses both short term

and long-term memory in a coded fashion. Autistic spectrum disorders show a deficit in this

ability though. Working memory deficits are central to many psychopathology theories and are
MEMORY RECALL IN CHILDREN WITH ASPERGER’S 12

generally linked to frontal lobe dysfunction. These issues increase when information is more

complex, and more demands are placed on working memory (Barendse, E. M., Hendriks, M. P.,

Jansen, J. F., Backes, W. H., Hofman, P. A., Thoonen, G., . . . Aldenkamp, A. P., 2013). The

problem arises when information is solely short term, where the child sees no need to gain this

information as more of a long-term memory. It comes down to the basics for children with

Asperger’s that if they don’t see a benefit or reward with learning this information, they will

simply toss is aside. As previously quoted from Victor, my brother, “If I can’t beat it like a game,

I don’t want to play.” So much can be said from just this simple phrase as to how he needs to

learn academic material.

Visual Processing

Given a big picture, a child with Asperger’s wouldn’t notice the main concept, but what

they would see is something in the background that they find interesting, such a bird perched in

tree amongst a forest of other trees. Visually children on the spectrum pay attention to the finer

details, even at the cost of not seeing the bigger picture. Soraya states in her post, that when she

was watching an online seminar put on by Yale’s Child Study Center, there was a task to take

note of the details of a picture that would be shown quickly on the projector. They showed this

picture a few times very briefly, but to Soraya’s ability, she was barely able to see a few things.

The children in the study were able to get the “gist” of the image, due to holistic thinking, while

others picked up on the background details (Soraya L., 2011). Much as how children with

Asperger’s who rely on electronics to maintain adequate cognitive stimulation, they can excel in

most video/computer games with ease, because they are noticing the things in the background

that are yet to become an issue. Using this visual processing skill alongside working memory and
MEMORY RECALL IN CHILDREN WITH ASPERGER’S 13

you have a recipe for a child who is actively engaged and interested in something to become well

advanced in whatever it is that they are doing.

Social Interactions: Formulaic Expressions and Language

Based on previous sections of this paper, you now are familiar with the fact that children

with Asperger’s have a social communication and interaction deficit that start in early childhood.

This problem is hard to spot unless the child is put into a social situation where he or she is left

with children of their own age group. You would then see the child struggle to fit in with how

they talk to the other children, as there will be a usually apparent difference in their formal

speech and body language. The severity of social communication and interaction impairments

and the severity of limited, repetitive behavior patterns are classified on a three-level basis,

ranging from limited support to substantial support.

It’s common to see in any form of autism the lack of eye contact when speaking to an

individual with such a diagnosis, that much is obvious to any untrained eye. What goes

unnoticed is the formulaic expressions and language used in children with autism spectrum

disorders. Language is a complex adaptive system in which it emerges over time from

interactions and is shaped by situational factors around each instance of use (Doucet, J.L., 2014).

By large, children with Asperger’s pick up on the conventional forms of speech over time

through what they observe in social settings, but not necessarily take part in. Autism spectrum

disorders commonly see different cognitive, behavioral, and social tendencies that all influence

their use of formulaic language in their own unique way. Doucet goes into depth about how

ritualized patterns of speech may lead to an increase in a preference for the use of formulaic

language compared to novel and more naturalistic language. Similar to the routine of typical
MEMORY RECALL IN CHILDREN WITH ASPERGER’S 14

speech, children with Asperger’s may have persistent reintroductions of topics that are of interest

to them, like video games for Victor.

Savants and Rote Memory

Savants are gifted individuals who have extraordinary skills in a very specific set of

topics, such as mathematics, art or music. Now, they are not always people who have a form of

autism, but the prevalence of savant abilities in autism are about 10%, whereas in non-autistic

individuals it is less than 1% (Edelson S.). Dr. Rimland, who has an autistic savant son,

speculates that although we truly don’t understand the complex reasoning behind why some

individuals with a form of autism are capable of being savant in nature to a what seems to be a

random skill, it could be related to the incredible concentration and focus they have for a specific

area of interest. What stems from that interest is usually a profound knowledge of that topic,

regardless as to how minuscule it may seem to the public. Rote memory plays a huge role I

believe in how one is capable of being so advanced in any array of material. This form of

memory is associated with recalling accurate information or data without much reference to the

meaning, emotions or even the context to which it can be associated to. Rote memory is learned

through repetition or routine, yet again another thing that children with autism spectrum

disorders excel in, without full comprehension or attention to what is being memorized. This can

be related to mindlessness playing through a video in Victors perspective, without much thought

to anything besides following the routine of the map. Children with Asperger’s have intact, if not

strong, rote memory abilities (Stevens, A., & Bernier, R., 1970). This is what helps them store

information for long periods of time that they can recall with complete accuracy.
MEMORY RECALL IN CHILDREN WITH ASPERGER’S 15

Common Areas of Strengths and Weaknesses

It has been mentioned several times through this paper in various sections regarding the

topics that children with Asperger’s either excel in or find themselves struggling. It’s usually

never a one-sided area though, and much are very common amongst children with Asperger’s.

Topics such as English and Mathematics are by far the most common areas that children either

really excel in or fall far behind in. Some researchers may chalk it up to how the material is

presented to them, and what the child does with it thereafter, while others may say it’s a more

natural talent, such as savantism. Beyond social deficits, the focus is this section in mainly

academic and by focusing on these topics it will become easier to pinpoint an appropriate

potential threshold crossing.

Crossing the Asperger’s Threshold

Typically, this is where parents of children who have Asperger’s hope to read that

adaptions for their children academically would be more in a social setting with a professional

guiding them through routine-based processes. This is not one of those adaptions. I have been

working with children with an array of disabilities for 6 years now, and 9 if you count just being

an older sister to my brother. Within those 6 years my primary focus was on children with forms

of autism. Through my observations, I have thought long and hard about how somebody

somewhere could invent what I am about to discuss to help children academically in topics that

they are falling behind in or even want to learn more of. The concept is based off Learning

Leapfrog programs for Pre-School students. This program stops aiding children by kindergarten,

using electronics. My idea is a program coded to override any video game or app as a more

generalized form of common core material for every grade level, up until the end of high school.

It would stop whatever game is active on any electronic device at pivotal moments in the game
MEMORY RECALL IN CHILDREN WITH ASPERGER’S 16

itself and have review material that meets their academic level in forms of mini games that they

must beat to return back to the original game. The mini games would include audio and adequate

visual stimulation for children. Not only would this provide the routine ease of English or

Mathematics, but it would challenge them to memorize this material through rote memory

previously mentioned to beat the game. By providing an academic routine intertwined in the one

activity most children find addictive in nature, you are feeding the minds of children not only

with Autistic spectrum disorders, but all children. No child left behind right?

Conclusion

Victor has not only been my inspiration for this paper, but for the entirety of my career

and academic focus in life. His Asperger’s is not and should not be a hinderance unto others

because of how he learns, and quite obviously needs to learn, but should be thought of to

challenge him, and many others like him, in similar ways as they view the world. If we could

open our eyes and see that they need adaptations far beyond simply working on a tablet in school

and extensions on homework, we could change the way children with Asperger’s and any other

form of autism, can not only excel to where they need to be academically, but push past

expectations set by common core. Utilizing what they excel in cognitively should be common

sense to educators, and I hope through my paper to anybody who reads this, they can find a

better understanding to approaching subject areas of difficulty to a child they may be teaching,

like my brother. Live life through the lenses of them for a moment and realize that if you can’t

beat it like a game, they don’t want to play.

MEMORY RECALL IN CHILDREN WITH ASPERGER’S 17

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