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ERIC Number: ED157286
Record Type: RIE
Publication Date: 1978-Jun
Pages: 28
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
An Empirical Study of the Development of Memory and Metamemory in Mild and Moderately Retarded Children.
Eyde, Donna R.; Altman, Reuben
The paper focuses on the need for utilizing current research findings relative to developmental differences in memory and metamemory (knowing about knowing) behaviors among populations of normal and mentally retarded learners. Results of a series of studies which investigated the developmental attributes of memory and metamemory behavior among retarded school aged children are described. Findings are seen to illuminate the strengths and weaknesses of the retarded learner's information organization skills relative to the classroom demands on memory abilities. It is concluded that the retarded child is at least minimally aware of a number of strategic phenomena. In the future, it is suggested that practitioners devise systematic classroom based learning experiences so as to promote development relative to information organization skills if they are to provide effective remedial and compensatory education to developmentally delayed learners. (Author/SBH)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC. Div. of Innovation and Development.
Authoring Institution: Nebraska Univ. Medical Center, Omaha.; Missouri Univ., Columbia.
Identifiers: Metamemory
Note: Paper presented at the World Congress on Future Special Education (First, Stirling, Scotland, June 25 - July 1, 1978)